In this paper I argue that we haven’t done a good job of understanding, interpreting and implementing the notion of communicative competence in language teaching. This is true for general language teaching, but also with respect to languages for specific purposes (LSP), in spite of an explicit foregrounding of communicative needs and communicative events in LSP teaching:
LSP is generally used to refer to the teaching and research in language in relation to the communicative needs of speakers of a second language in facing a particular workplace, academic, or professional context. In such contexts, language is used for a limited range of communicative events.
(Basturkmen & Elder, 2004: 672)
However, the original definitions of communicative competence encompass a richer conceptualisation of this notion than is commonly implemented, and these can usefully inform current teaching practice.
I look at how second language acquisition research has interpreted communicative competence, how teachers have done so, and finally how the notion has been viewed in LSP testing circles.
Oral assessment criteria: undergraduate English studies class on media and communication
Assessment criteria (teacher)
|Bonus||0.5 or 1||0.5 or 1||0.5 or 1||0.5 or 1|
See also The Moth task for another example of peer evaluation criteria.
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