Reassessing Linguistic Competence: A Critical Re-evaluation of the Chomskyan Paradigm in Contemporary Language Education

Abstract

This study investigates the persistent influence of Chomskyan linguistics on language education methodologies while calling for a paradigm shift in understanding linguistic competence. Employing a mixed-methods approach, we conducted a comparative analysis of classroom practices across diverse educational settings. Quantitative data were gathered from standardized language proficiency assessments, revealing a significant divergence between traditional approaches and emerging communicative methodologies (p < 0.01). Qualitative insights from interviews with educators elucidate the challenges and opportunities presented by this shift. Our findings indicate that a reevaluation of established linguistic frameworks is necessary to align educational practices with modern communicative needs, suggesting that the Chomskyan paradigm may no longer suffice in addressing the complexities of language acquisition in the 21st century.