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ERIC Number: ED082545
Record Type: RIE
Publication Date: 1972
Pages: 35
Abstractor: N/A
Reference Count: 0
An Investigation into the Linguistic and Situational Content of the Common Core in a Unit Credit System.
Wilkins, D. A.
The basic learning theory underlying this study is that not all language needs can be accounted for by a prediction of the possible language situations in which a person will engage. This paper proposes a way of resolving the problems of determining what is grammatically necessary as a sound basis of all language use and what constitutes a speaker's communicative competence. The framework is organized in notional categories. By considering first what the content of utterances is likely to be, it is possible to decide which forms of language will be most valuable. If it is assumed that most learners will need to express a similar range of content, it becomes possible to set up comparable syllabuses for different languages. The notional information is then supplemented by information concerning obligatory grammatical categories not predictable from the notional approach. A number of detailed examples are given of the varied ways in which some of the functional categories are expressed in English. The appendix contains a section which exemplifies the categories of communicative function. (Author/RL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Council of Europe, Strasbourg (France). Committee for Out-of-School Education and Cultural Development.