Communicative Ability and Syllabus Design for Global Foreign Language Courses
1980 ◽
Vol 3
(1)
◽
pp. 81-96
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Keyword(s):
As Kelly (1969) reminds us, the development or an art – and foreign language (FL) teaching is assuredly an art rather than a science – is cyclical. Viewed from a short-term perspective, say, the last two decades, FL teaching doctrine appears to have taken a dialectical course: the audiolingual method may be viewed as an antithetical reaction to grammar-translation-reading (GTR). In turn, the so-called cognitive-code approach of the late 1960s constitutes a rejection of overemphasis on outward form and of the behavioral model of learning. Finally, stress on communicative competence developed from a broadening of the narrow focus on linguistic structure shared by both structural linguists and generative-transformational grammarians.
2004 ◽
Vol 67
(3)
◽
pp. 308-315
◽
2021 ◽
Vol 15
(5)
◽
pp. 283-295
2007 ◽
Vol 39
(1)
◽
pp. 1-11