Zum Problem des kommunikativen Handelns, der "Grammatik" und der Vermittlung der kommunikativen Kompetenz im Bereich "Deutsch als Fremdsprache" (On the Problem of Communicative Activity of Grammar and of the Developing of Communicative Competence in the Area of German as a Foreign Language). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 24.

Autor/inn/en	Kummer, Irmela; Willeke, Ottomar
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	Zum Problem des kommunikativen Handelns, der "Grammatik" und der Vermittlung der kommunikativen Kompetenz im Bereich "Deutsch als Fremdsprache" (On the Problem of Communicative Activity of Grammar and of the Developing of Communicative Competence in the Area of German as a Foreign Language). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 24.
Quelle	(1976), (15 Seiten)Verfügbarkeit
Sprache	deutsch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Communicative Competence (Languages); Curriculum Development; Dialogs (Language); Language Instruction; Learning Activities; Modern Language Curriculum; Second Language Learning; Speech Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dialog; Dialogs; Dialogue; Dialogues; Lernaktivität; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	"Communicative Competence" is today the avowed primary aim of foreign language teaching. This paper points out that communicative competence in this context differs from communicative competence between two native speakers of the same language. In the two cases the difficulties that appear are not the same. Various possible dialogue elements are discussed, such as Speaker A requesting information, suggesting, asserting, commanding; and Speaker B informing, accepting, denying, etc. It is suggested that future courses, teachers' handbooks and teacher-training schools should emphasize these communicative acts -- and also non-verbal aspects -- as well as language games, "situations," role-playing and simulation. It is suggested that, rather than whole courses, teaching units should be constructed, suitable for various age and occupation groups. (WGA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01