ERIC Number: ED135245
Record Type: RIE
Publication Date: 1976-Apr-23
Reference Count: 0
Communicative Competence: Theory and Classroom Practice.
Savignon, Sandra J.
Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competence is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (1) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-linguistic aspects of communication; and (4) the need to re-examine attitudes toward students and language teaching. Practical suggestions for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)
Descriptors: Body Language, Class Activities, Classroom Communication, Communicative Competence (Languages), Educational Games, Language Instruction, Language Teachers, Language Tests, Language Usage, Learning Activities, Nonverbal Communication, Role Playing, Second Language Learning, Teacher Attitudes, Teaching Methods, Verbal Communication
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Central States Conference on the Teaching of Foreign Languages (Detroit, Michigan, April 23, 1976)