ERIC Number: ED270996
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Pragmatic Catalysts for Communicative Competence: Social Interfacing and Consequences.
Yeats, Gary D.
Four approaches to second language classroom teaching methods (audiolingual, cognitive code, communicative, and pragmaticist) are compared on their ability to promote oral communication in English as a second language. Six categories of analysis are used: classroom communicative activities, communicative goals reflecting the teacher's perceptions of the relative importance and/or role of oral communication, communicative results, student motivation to participate in language activities, student attitudes toward oral communication activities, and classroom environment. It is concluded that social interfacing and the consequences of communication are major catalysts in the development of communicative competence because they relate so closely to the central issue of communication for a purpose. Two types of basic communicative activities (artistic dictation and community surveys) are outlined and recommended for applying the principles of social interfacing and consequences in the classroom, and consequential testing activities for native and peer evaluation are suggested. Sample questionnaires are appended. (MSE)
Descriptors: Audiolingual Methods, Classroom Environment, Classroom Techniques, Communicative Competence (Languages), Comparative Analysis, English (Second Language), Interpersonal Communication, Language Tests, Pragmatics, Second Language Learning, Socialization, Student Attitudes, Student Evaluation, Student Motivation, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Extended version of a paper presented at the Annual Meeting of the Texas Teachers of English to Speakers of Other Languages (5th, Arlington, TX, October 1985).