Decrire et enseigner une competence de communication: remarques sur quelques solutions de continuite. L'Enseignement de la competence de communication en langues secondes. (Describing and Teaching Communicative Competence: Some Remarks on Solutions of Continuity. The Teaching of Communicative Competence in Second Languages.) Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin.

Autor/in	Coste, Daniel
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	Decrire et enseigner une competence de communication: remarques sur quelques solutions de continuite. L'Enseignement de la competence de communication en langues secondes. (Describing and Teaching Communicative Competence: Some Remarks on Solutions of Continuity. The Teaching of Communicative Competence in Second Languages.) Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin.
Quelle	(1976), (28 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affective Objectives; Cognitive Objectives; Communication Skills; Communicative Competence (Languages); Course Objectives; Educational Objectives; Instructional Materials; Language Instruction; Language Learning Levels; Language Skills; Learning Modules; Postsecondary Education; Resource Materials; Second Language Learning; Speech Communication; Student Needs; Teaching Guides; Teaching Methods; Writing Skills + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational objective; Bildungsziel; Erziehungsziel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Sprachkompetenz; Learning module; Lernmodul; Post-secondary education; Tertiäre Bildung; Quellenmaterial; Zweitsprachenerwerb; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	Two projects of the Ecole Normale Superieure de Saint-Cloud (CREDIF) are described and critically analyzed in this paper: the definition of a threshold level, "Niveau-seuil," in French and a learning module, "Looking for Work," intended to teach necessary written French to migrant workers. The threshold level section is a reference document for courses designed to develop limited communicative ability among five categories of learners in five areas of social activity. It includes discussion and examples of speech acts, notional categories and grammar appropriate for the situations envisioned. The advantages noted are the flexibility and opportunity for choice its framework provides. On the negative side, three criticisms are offered: (1) a more dynamic model would be preferable; (2) it takes little notice of sociolinguistic factors; and (3) it requires serious effort to use each section according to the intent of the authors. In the second part of the paper, advantages of the theme and the linguistic, practical, cognitive, informative, attitudinal and didactic objectives of the learning module are discussed. It is noted that the last four objectives mentioned consider sociocultural factors and individual learning styles, important elements in the threshold level document. The final remarks deal with three questions of theory and practice arising from the comparative analysis of the two projects. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC