Teaching for Communicative Competence: Reality and Illusion

1980 ◽  
Vol 3 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Alan Maley
Keyword(s):  
Language Learning ◽  
Real World ◽  
Communicative Competence ◽  
Human Interaction ◽  
The Real ◽  
Language System ◽  
Communicative Approach

A communicative approach to language learning necessarily entails a commitment to reality. While it is quite possible to teach language as a system in a completely self-contained way, once we begin to try to teach language for use we are inevitably involved in the complexity of human interaction. We focus not on what learners know about the language system but on what they can do with it in the real world beyond the classroom.

scholarly journals How Foreign Students Learn ‘Bahasa Indonesia’ as a Second Language

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Singgih Widodo Limantoro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Real World ◽  
Foreign Students ◽  
Communicative Competence ◽  
Daily Lives ◽  
Language Competence ◽  
Cultural Exposure ◽  
Language Environment ◽  
Bahasa Indonesia

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language environment. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning. Keywords: communicative competence, foster, how to learn, linguistic environment

Service-Learning: Taking Language Learning into the Real World

Hispania ◽  
2005 ◽  
Vol 88 (1) ◽  
pp. 160 ◽  
Author(s):  
Gresilda A. Tilley-Lubbs ◽  
Richard Raschio ◽  
Ethel Jorge ◽  
Silvia López
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
Real World ◽  
The Real

scholarly journals STUDENT CENTERED LEARNING IN ENGLISH ALIVE LEARNING THROUGH COMMUNICATIVE APPROACH

2017 ◽  
Vol 2 (1) ◽  
pp. 45
Author(s):  
Winarsih Winarsih
Keyword(s):  
Real World ◽  
English Language ◽  
Real Thing ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Real ◽  
Know How ◽  
Decision Making Processes ◽  
Communicative Approach ◽  
Skills Learning

Student Centered Learning ‘SCL’ approach has major pedagogical benefits to identify and know how the responsibility of SCL puts on learners, for their own learning by using variety of English language actively as medium of instruction to class subjects. It involves students in more decision-making processes, and learns English by doing to class subjects learning. They are 90% doing participating and the real thing during class while students practicing English for real-world skills. Learning becomes more active, it becomes more memorable: because it is personalized, and relevant to the students’ own lives and experiences, it brings English ‘alive’, and makes it relevant to the real world. In the process of learning, the more actively involved students are in their own learning, the more they are likely to remember what they learn. By using communicative approach, English again becomes more ‘real’ and part of the students’ lives.

scholarly journals How teachers can guide students towards the increased use of contextualised MALL in target and non-target countries: The case of L2 Chinese adult students

2019 ◽  
pp. 137-154
Author(s):  
Orit Ezra ◽  
Anat Cohen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Real World ◽  
Real Life ◽  
Extra Time ◽  
The Real ◽  
Mobile Assisted Language Learning ◽  
Chinese Adult ◽  
L2 Chinese

Contextualised mobile assisted language learning (MALL) has been greatly discussed (Pegrum, 2014); however, its potential has not been reached in either target or non-target countries, and this calls for teachers’ attention. This study recommended a way for teachers to guide their Chinese second or foreign language students towards increasing their contextualised MALL, by relying on a framework proposed by Cohen and Ezra (2018) and based on the learners’ existing activities.’s contextualised components include real-world and real-life contexts (a measuring index is proposed), as well as device mobility. The study recommended the following: teachers in target and non-target countries should focus differently on generic and dedicated activities; content factors for dedicated activities should be taken into account; teachers should guide students to relate to the real world and real life, including objects and other core activities. The findings may encourage teachers to guide students without worrying about the extra time spent in an overcrowded curriculum.

COMMUNICATIVE COMPETENCE THEORY AND CLASSROOM PRACTICE: TEXTS AND CONTEXTS IN SECOND LANGUAGE LEARNING (2nd ed.).Sandra J. Savignon. New York, NY: McGraw-Hill, 1997. Pp. v + 287. $40.70 paper.

1998 ◽  
Vol 20 (4) ◽  
pp. 595-595
Author(s):  
Margo Glew
Keyword(s):  
New York ◽  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Asking Questions ◽  
Communicative Approach ◽  
Natural Honey

Savignon writes in her book, Communicative Competence Theory and Classroom Practice: Texts and Contexts in Second Language Learning (2nd ed.), that the communicative approach to language teaching has become so popular that many materials developers have jumped on the bandwagon, claiming a communicative focus to their materials. She writes, “What ‘nutritious’ and ‘natural’ are today to breakfast foods, ‘communicative’ and ‘functional’ are to language texts. How much change has actually taken place is debatable. Just as cereals containing ‘all natural’ honey are no less sweet, so ‘asking questions’ may be no more than a new label for an old unit on the formation of the interrogative” (p. 138).

scholarly journals PEMBELAJARAN BAHASA JERMAN BERBASIS PROJEK

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Iman Santoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Written Language ◽  
Project Based Learning ◽  
Alternative Form ◽  
German Language ◽  
Communicative Approach ◽  
Communicative Skill

AbstrakPembelajaran Bahasa Jerman Berbasis Projek. Pembelajaran bahasa jerman sebagai bahasa asing saat ini diselenggarakan di tingkat sekolah menengah atas dan perguruan tinggi. Salah satu tujuan utama pembelajaran bahasa Jerman adalah agar para pembelajar bahasa Jerman memiliki kompetensi komunikatif, yang diwujudkan dalam bentuk keterampilan berkomunikasi menggunakan bahasa Jerman secara lisan dan tulis dengan baik dan benar. Guna mencapai tujuan tersebut para pengajar harus mampu mengembangkan metode dan teknik yang tepat berdasarkan pada pendekatan komunikatif sebagai landasan filosofisnya. Kenyataan di lapangan menunjukan bahwa upaya tersebut sulit untuk dicapai, karena pembelajaran bahasa Jerman baik di SMA maupun di Perguruan Tinggi lebih didominasi dengan pembelajarn yang bersifat teacher oriented. Salah satu alternatif bentuk pembelajaran bahasa Jerman sebagai bahasa asing yang dapat mengintegrasikan berbagai aspek kebahasaan dan non-kebahasaan adalah pembelajar untuk mengkonstruksi sendiri pengetahuannya dan mengkaitkannya dengan konteks kehidupan di luar kelas, serta berkreativitas secara luas. Kata Kunci: pendekatan komunikatif, kompetensi komunikatif, pembelajaran berbasis projek AbstractGerman Language Based Project Learning. Learning German as a foreign language is currently held at the high school and college levels. One of the main objectives to be achieved by learning German language is for German language learners to have communicative competence, which is manifested in the form of communicative skill using German language in both spoken and written language properly. To achieve these objectives the teachers should be able to develop appropriate methods and techniques based on the communicative approach as the philosophical foundation. The reality on the field shows that the effort is difficult to achieve, because the German language learning both in school and at university is dominated by the learning that is teacher-oriented. One alternative form of learning German as a foreign language that can integrate various aspects of language and non-language is a project-based language learning. This form of learning also provides opportunities for learners to construct their own knowledge and to relate it to the context of life outside the classroom, and creativity at large. Keywords: communicative approach, communicative competence, project-based learning

scholarly journals The Puzzling Life of Autistic Toddlers: Design Guidelines from the LINKX Project

2008 ◽  
Vol 2008 ◽  
pp. 1-8 ◽  
Author(s):  
Helma van Rijn ◽  
Pieter Jan Stappers
Keyword(s):  
Language Learning ◽  
Real World ◽  
Design Research ◽  
Children With Autism ◽  
Design Guidelines ◽  
Research Community ◽  
Expert Interviews ◽  
Literature Study ◽  
The Real ◽  
Prototype Testing

This paper presents guidelines for designers to help them consider what children with autism value in interactions with their environment. The guidelines were developed during the LINKX project in order to design a language learning toy for these children and are based on literature study, expert interviews, generative techniques, and prototype testing with users. We present both the theoretical or practical background of each guideline together with a discussion how the guideline was evident in the prototype of LINKX. Testing the prototype in the real world helped us to shape the prototype and the guidelines. This paper aims to share our guidelines with the design research community, so that others can use them as steppingstones in their work.

scholarly journals Language Learning in Virtual Worlds: The Role of Foreign Language and Technical Anxiety

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Scott John Grant ◽  
Hui Huang ◽  
Sarah E. Pasfield-Neofitou
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Multiple Sources ◽  
The Real ◽  
Learner Performance ◽  
3D Virtual World

This project examines whether or not learners feel less foreign language anxiety (FLA) in an online multiuser 3D virtual world simulation than in the real world classroom. Previous research has shown FLA to have negative effects on learner performance and learning outcomes. Research into learning in virtual worlds has indicated that performance anxiety may be lessened in these environments, however, the use of such virtual environments also places demands on the learner to develop a range of technical skills to facilitate interaction. The project examines whether or not learners feel less FLA in an online multiuser 3D virtual world simulation than in the real world classroom and also attempts to establish what impacts these demands have on learner performance and FLA. This work-in-progress paper, on the basis of preliminary analysis, has found 1) there are multiple sources of FLA in both classroom and virtual environments; 2) students found the virtual environment less stressful in terms of language use and 3) there was not a significant inherent level of technical related anxiety.

Sign in / Sign up

Export Citation Format

Share Document