ERIC Number: ED227662
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Teaching the Spoken Language.
Studia Linguistica, v35 n1-2 p166-82 1981
Issues involved in teaching and assessing communicative competence are identified and applied to adolescent native English speakers with low levels of academic achievement. A distinction is drawn between transactional versus interactional speech, short versus long speaking turns, and spoken language influenced or not influenced by written language. A program is being funded to test the spoken English ability of 16-year-old students in the lower 30 percent of the ability range in Scotland's secondary school system. It is suggested that testing should focus on ability to use transactional language in long conversational turns. Traditionally, spoken language is assessed against a highly literate norm rather than the ability to convey the information. However, if the communication of information is accepted as a skill which should be taught and tested, the test must be constructed in a way which permits the skill to be demonstrated, as in a task involving the communication of essential information. An important aspect of communicating information is the ability to establish and maintain reference in a transactional task. (RW)
Descriptors: Adolescents, Communication (Thought Transfer), Communicative Competence (Languages), English, Literacy, Low Achievement, Native Speakers, Secondary Education, Speech Communication, Speech Instruction, Speech Skills, Speech Tests
Not available separately; see FL 013 493.
Publication Type: Speeches/Meeting Papers; Reports - Research; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Congress of Applied Linguistics (6th, Lund, Sweden, August 9-14, 1981).