Linguodidactic requirements to learning, teaching and assessment of English in continuous education system

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lecture 1

Communicative competence

An action-oriented approach as a new way of teaching foreign languages
Language cannot be separated from its social context.
Communicative competence thus involves a social context rather than it is purely linguistic.

Dell Hymes (1972) on communicative competence: language competence consists not only of grammatical competence, but also of sociolinguistic and discursive competences.

Linguistic or grammatical competence – being able to apply grammatical, lexical, syntactical, stylistic rules.
Sociolinguistic competence – being aware of how culture affect the way we describe things.
Pragmatic competence – the ability to interpret and convey meaning in (social) context.
Strategic competence – in having deficiencies in knowledge, being aware of how one is able compensate deficiencies to communicate effectively.

Interaction, authentic communication and negotiating meaning
Understanding of English through active student interaction; role play, games, information gaps
The target language is a vehicle for classroom communication, not just the object of study.
One function can have many different linguistic forms. Since the focus of the course is on real language use, a variety of linguistic forms are presented together.
Students should be given an opportunity to express their ideas and opinions.
Whenever possible, ‘authentic language’ – language used in a real context — should be introduced.

Methodology of FLT – is a science which studies aims of teaching, content of teaching, methods, means and principles of teaching. It is based on the links with many sciences and uses its own conceptions and theoretical decisions. Methodology as a science was originated at the end of 19th and at the beginning of 20th century.

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