Comprehension ecrite et competence de communication. L'Enseignement de la competence de communication en langues secondes. (Written Comprehension and Communicative Competence. The Teaching of Communicative Competence in Second Languages). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics, CILA Bulletin.

Autor/in	Duda, Richard
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	Comprehension ecrite et competence de communication. L'Enseignement de la competence de communication en langues secondes. (Written Comprehension and Communicative Competence. The Teaching of Communicative Competence in Second Languages). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics, CILA Bulletin.
Quelle	(1976), (15 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Communicative Competence (Languages); Course Descriptions; Decoding (Reading); English for Special Purposes; English (Second Language); Grammar; Language Instruction; Language Research; Morphology (Languages); Postsecondary Education; Reading Comprehension; Reading Processes; Reading Skills; Second Language Learning; Skill Development; Structural Analysis; Structural Grammar; Syntax; Technical Education; Transfer of Training + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kursstrukturplan; Dekodierung; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Sprachforschung; Morphology; Morphologie; Post-secondary education; Tertiäre Bildung; Leseverstehen; Leseprozess; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Strukturanalyse; Technikunterricht; Training; Transfer; Ausbildung
Abstract	The immediate objective of this course in technical English was to enable French-speaking mechanics and technicians to read the instructions for the installation, operation and upkeep of American-made machinery. Although the learners knew very little English, available British and American technical documents were used because of their authenticity and the possibility of defining learners' needs from the communicative objectives of the documents. While the workers could generally locate the information they needed, they could not comprehend it because of the complex discursive processes operative in the text. Contrary to the hypotheses formulated by most Anglo-Saxon theorists, difficulties connected with morpho-syntactic interpretation seem to be the crux of most problems in comprehension of written texts. Therefore, it was hypothesized that the learners could transfer some of their native language skills and understandings to English and the course could concentrate on difficulties in morpho-syntactic interpretation. The tentative conclusion is that learning to understand specialized writing requires learning a technique for structural decoding of utterances. To justify this view, three texts are analyzed from the point of view of structure and difficulties related to functional grammar, morphology and syntax. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC