Practice and Communicative Competence--Too Much of a Bad Thing. Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 31.

Autor/in	Murray, Heather
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	Practice and Communicative Competence--Too Much of a Bad Thing. Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 31.
Quelle	(1980), (7 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Communicative Competence (Languages); Conversational Language Courses; Discourse Analysis; Drills (Practice); Experiential Learning; Higher Education; Language Proficiency; Models; Notional Functional Syllabi; Second Language Instruction; Secondary Education; Sociolinguistics; Speech Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Diskursanalyse; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Analogiemodell; Funktional-notionaler Ansatz; Fremdsprachenunterricht; Sekundarbereich; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Communication as a language-learning goal is legitimate, but it is claimed that some of the situational and functional techniques in pursuit of that goal are not. The value of most of the practice techniques generally used in second language classes is also questioned. In their place, a process of learner-centered analyses and communication activities are suggested, among which are the following: (1) to create and/or foster genuine communication situations in the classroom, and (2) to help learners become more sensitive to linguistic contexts. For example, it is suggested that students listen to a recording of someone apologizing to someone else. The students could be taught how to analyze the language model they heard and encouraged to engage in activities which are intuitive, affective, or interpretational in nature. In this way, students may be led to the goal that is envisioned, namely, the development of a feeling for the language. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC