Are Language Skills Irrelevant? Melanges Pedagogiques, No. 10.

Autor/in	Duda, R.
Institution	Nancy Univ., (France). Centre de Recherches et d'Applications Pedagogiques en Langues.
Titel	Are Language Skills Irrelevant? Melanges Pedagogiques, No. 10.
Quelle	(1979), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Communication Skills; Communicative Competence (Languages); Educational Objectives; Experiential Learning; Language Skills; Learning Processes; Linguistic Theory; Postsecondary Education; Psycholinguistics; Second Language Learning; Sociolinguistics; Teaching Methods + Suchen Sie Ihr Suchwort? Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational objective; Bildungsziel; Erziehungsziel; Experiental learning; Erfahrungsorientiertes Lernen; Language skill; Sprachkompetenz; Learning process; Lernprozess; Linguistische Theorie; Post-secondary education; Tertiäre Bildung; Psycholinguistik; Zweitsprachenerwerb; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The recent development of the communicative approach to foreign language instruction has been accompanied by many methodological applications, most of which have revolved around an authentic use of discourse. This evolution in language instruction presents some problems, especially when communicative competence is interpreted too narrowly. Some practitioners and theoreticians are beginning to reexamine the pertinence of a differentiated training in language skills and aptitudes. These considerations have led to an examination of the status and treatment of linguistic aptitudes as they are presented in teaching materials presently available and in the framework of training in communicative competence. The linguistic aptitudes or skills in question fall into four categories: psycholinguistic, sociolinguistic, linguistic, and pedagogical. Specific training in these skills may be more economical for the learner and enable the learner to take short-term needs into account, to progress at different speeds in different skills, and to have more scope for self-direction. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01