Reconceptualizing Linguistic Competence: A Critical Re-Evaluation of the Chomskyan Paradigm in 21st Century Language Education

Abstract

This article explores the evolving notion of linguistic competence, challenging the traditional Chomskyan framework within contemporary educational contexts. Employing mixed methods, we analyzed data from 500 language learners across multiple contexts using both qualitative interviews and quantitative assessments. The findings reveal a significant shift in learner agency, as well as the necessity for a more flexible understanding of competence that incorporates sociocultural factors. Quantitative results indicate a 35% increase in learner engagement and a 20% improvement in communicative competence post-intervention. This study contributes to the discourse by providing empirical evidence that supports the need for a paradigm shift in language education, urging practitioners to reconsider entrenched pedagogical practices.