Developing Compensatory Competence in Speaking for Future EFL Teachers

This conceptual article proposes a CEFR-oriented framework for developing compensatory competence in speaking among first- and second-year students in pedagogical linguistic universities. The article is situated in foreign language teacher education, where student teachers are expected to progress within a B2-to-C1-oriented proficiency trajectory and become not only successful language users but also future instructors of strategic speaking. Drawing on the communicative competence tradition and the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (Council of Europe, 2020), the article argues that compensatory competence in speaking should be treated as both a communicative and a professional-pedagogical construct. It synthesizes theoretical perspectives on strategic competence, compensatory communication, repair, clarification, discourse regulation, and mediation, and applies them to a stage-based model of teacher preparation. The article proposes that first-year students should develop local communication-maintenance strategies, whereas second-year students should develop discourse-regulating and mediation-oriented strategies. The resulting framework offers a pedagogically relevant model for sequencing, teaching, and assessing compensatory competence in speaking in the education of future teachers of English.

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