ERIC Number: ED129056
Record Type: RIE
Publication Date: 1975-Apr
Lecture on Communicative Competence. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 1, No. 1.
Savignon, Sandra J.
One of the main tenets of the audio-lingual theory which has dominated most of our thinking in foreign language teaching methodology for the last fifteen years is that students should never be put in the situation of having to say something for which they have not already learned the patterns. Is the language laboratory really useful, however, in developing communicative competence? A research project was carried out at the University of Illinois involving three beginning French classes. The control group had one hour a week in the language laboratory in addition to four classroom hours. The two experimental groups, E1 and E2, substituted other activities for the laboratory. E2 had free discussion in English of various aspects of French culture, while E1 had unstructured oral communication in French. At the end of the semester the students were given tests especially designed to evaluate their communicative competence. These tests were graded by native speakers of French who did not speak any English. The results of E1 were significantly better. The results on standardized tests which measure reading and listening skills were approximately the same for all groups. Some examples of ways to implement the communicative skills program are play-acting, role-playing, and games. (CFM)
Descriptors: Audiolingual Methods, Class Activities, Communicative Competence (Languages), Educational Games, French, Higher Education, Language Fluency, Language Instruction, Language Laboratories, Language Skills, Language Tests, Pattern Drills (Language), Second Language Learning, Secondary Education, Speech Communication, Speech Skills, Teaching Methods, Testing, Verbal Ability, Verbal Tests
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A