ERIC Number: ED136550
Record Type: RIE
Publication Date: 1973
Reference Count: 0
The Linguistic and Situational Content of the Common Core in a Unit/Credit System.
Wilkins, D. A.
This study is one of a number of investigations undertaken to prepare the groundwork for the introduction of a language learning system for adults. The language material to be learned will be organized into units and a learner will be awarded a specified number of credits on completion of each unit. The contents are to be defined with reference to the nature of the learners and their linguistic needs. This paper proposes a way of resolving, within a single framework, the problems of determining first what is grammatically necessary as a sound basis of all language use, and secondly what constitutes a speaker's communicative competence. The framework is organized in notional, or semantic, 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. The notional information will need to be supplemented by information on grammatical categories which are obligatory for particular languages but possibly not predictable from the notional approach. Indications are given of notions needed at the threshold level and their formal realizations. A number of detailed examples are given of the varied ways in which some of the functional categories are expressed in English. (Author/CFM)
Descriptors: Adult Students, Communicative Competence (Languages), Course Content, Course Descriptions, Course Objectives, Curriculum Development, Curriculum Guides, English (Second Language), Grammar, Language Instruction, Language Usage, Second Language Learning
Council of Europe, Avenue de l'Europe, 67 Strasbourg, France
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Council of Europe, Strasbourg (France).
Note: In "Systems Development in Adult Language Learning," Council of Europe, 1973.