ERIC Number: ED086012
Record Type: RIE
Publication Date: 1973-Jun-4
Reference Count: 0
A Communicative Approach to Syllabus Construction in Adult Language Learning.
Wilkins, D. A.
Every individual's needs will differ, and a unit/credit system must be designed with sufficient flexibility to ensure that whatever the individual's interest in language learning, the system caters to it. The thesis of this paper is that, while a grammatical approach to language teaching cannot cater to it, a communicative approach can. A communicative approach asks essentially two questions: What are the types of language interaction in which the individual is going to engage and with what purpose? This goes beyond asking what the situations are in which the individual will find himself needing the language, although situational dimensions are important. Whereas the grammatical approach derives a teaching program from the form that utterances have in a particular language, the communicative approach is concerned essentially with the content of utterances. The paper further discusses the value and advisability of considering this approach when formulating a syllabus. (Author)
Descriptors: Adult Education, Communication (Thought Transfer), Conferences, Course Content, Credits, Curriculum Development, Educational Strategies, Interaction, Language Instruction, Language Proficiency, Language Usage, Learning Theories, Linguistic Theory, Modern Languages, Relevance (Education), Second Language Learning, Student Motivation, Student Needs, Units of Study
Publication Type: N/A
Education Level: N/A
Authoring Institution: Council of Europe, Strasbourg (France). Committee for Out-of-School Education and Cultural Development.
Note: Paper presented at a symposium on "A Unit/Credit System for Modern Languages in Adult Education," St. Wolfgang, Austria, June 17 through 28, 1973