What is competence?

When it comes to language, what is competence?  Can we define it as skill or ability - demonstrable through performance?  But what are the components of this language competence?   If it changes over time, why?  What's the difference between competence and proficiency?

Before I read the article including a history and research overview of the definition of "competence",  here is what I wrote in my notebook as a definition of competence:

"the ability to communicate clearly and meaningfully about relevant, important topics with others who are native speakers"

As we read through the article, Defining Communicative Competence, we learned there are 3 main models of communicative competence created by theorists and developed through research.

1.   Canale and Swain (1980, 1981) and then Canale (1983, 1984):

• 3 main types of skills: 
• grammatical (grasp of language rules, forms and structures)
• sociolinguistic (the right use of the right language in the right place at the right time with the right cultural considerations)
• strategic (verbal and nonverbal tactics used when a breakdown in communication happens as a result of an underdeveloped area of competence)
• later Canale (1983, 1984) added discourse (putting the right words or texts together in the right way to make meaningful utterances)

2.  Bachman and Palmer (1996)

• Crucial ability is language ability, but strategic knowledge also plays a role
• Language ability is made up of two main elements:
• organizational knowledge (mostly formal language structures)
• pragmatic knowledge (mostly production and understanding of communication)
• These elements complement each other and also have subcomponents as is clear below in the figure.

3.  Common European Framework (CEF)

• 3 basic components, each including both knowledge and ability to apply (strategic competence, is not separate on its own): 
• language competence: (knowledge of and ability to form required structures)
• sociolinguistic competence: (knowledge of and correct use of language skills in social context) 
• pragmatic: discourse and function

These three sets of theories, and the differences therein, are illustrated below in the figure.

Reading the history and research review certainly added to my understanding of the concept.  I especially enjoyed the visual images that represent the various theorists' opinions.  Their points of view and theories about language learning inspired many more questions, too.  Reflection on the philosophy behind the nature of language learning certainly opens our understanding to new ideas, new questions, and possible new interpretations of old world views.  After having read the article, I believe it is worthwhile to do much more investigation and study about the nature of language learning. At the same time, it will be essential to keep up with new theories or contributions.

So, perhaps I could rephrase my first definition of competence to read:    

"a dynamic set of knowledge, skills, and behaviors resulting in clear, meaningful communication, including language, sociolinguistic and pragmatic competence"