Questão de Inglês — Inglês e Pedagogia — VUNESP 2022
- Código
- vu154945
- Banca
- VUNESP
- Órgão
- Pref Bebedouro
- Ano
- 2022
- Cargo
- Prof (Bebedouro)
We have adopted the term ‘communicative competence’ to refer to the relationship and interaction between grammatical competence, or knowledge of language rules, and sociolinguistic competence, or knowledge of the rules of language use. Communicative competence is to be distinguished from communicative performance, which is the realization of these competencies and their interaction in the actual realization of utterances.
We think it is important to maintain these basic definitions for second language teaching and testing purposes. For example, if a communicative approach to language teaching is adopted, then principles of syllabus design must integrate aspects of both grammatical competence and socio-linguistic competence. Furthermore, teaching methodology and assessment instruments must be designed so as to address not only communicative competence but also communicative performance, i.e. the actual demonstration of this knowledge in a real second language situation and for an authentic communication purpose.
(CANALE, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1/1, 1980.)
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It is correct to state that, in communicative language teaching,
- Athe development of abilities involves both peer interaction and individual work, depending on the purpose of the task.
- Bnative language use is to be avoided at all costs; students should be given the opportunity to practice the new language without unwanted L1 interference.
- Caffective factors play a central role, which means students should be free to learn the way that most suits them.
- Dthe acquisiton of abilities should reflect L1 acquisition: oral activities come first, followed by reading and writing.
- Epronunciation accuracy must be emphasized so as to prevent misunderstandings and ambiguities.