https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

of research that investigates the nature and role of motivation in the L2 learning process. Much of this research has been initiated and inspired by two Canadian psychologists, Robert Gardner and Wallace Lambert (see 34), who, together with their colleagues and students, grounded motivation research in a social psychological framework (for recent summaries, see 33; 35). Gardner and his associates also established sci-

Motivation and Motivating in the Foreign Language Classroom

/ have given the term pragmatic failure' to the inability to understand 'what is meant by what is said'. In this paper I argue that pragmatic failure is an area of cross-cultural communication breakdown which has received very little attention from language teachers. I suggest that there is one area of pragmatic failure ('pragmalinguistic failure') which is fairly easy to overcome. It is simply a question of highly conventionalized usage which can be taught quite straightforwardly as 'part of the grammar'. The second area ('sociopragmatic failure') is much more difficult to deal with, since it involves the student's system of beliefs as much as his/her knowledge of the language. I argue that it is essential to avoid prescriptivism in this very sensitive area of language in use. To do so we must draw on insights from theoretical pragmatics and develop ways of heightening and refining students' metapragmatic awareness, so that they are able to express themselves as they choose.

https://rodas5.us.es/file/a26cd06f-d80f-47b8-a5f0-fb23430aa5fc/1/thomas_failure_wimba_SCORM.zip/files/thomas_pragmatic_failure.pdf

Cross-Cultural Pragmatic Failure

Second Language Teaching and Learning

PART ONE: CLEARING THE GROUND PART TWO: HISTORICAL PERSPECTIVES PART THREE: CONCEPTS OF LANGUAGE PART FOUR: CONCEPTS OF SOCIETY PART FIVE: CONCEPTS OF LANGUAGE LEARNING PART SIX: CONCEPTS OF LANGUAGE TEACHING

语言教学的基本概念 = Fundamental concepts of language teaching

This paper argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. We describe two existing models of communicative competence and then propose our own pedagogically motivated construct, which includes five components: (1) discourse competence, (2) linguistic competence, (3) actional competence, (4) sociocultural competence, and (5) strategic competence. We discuss these competencies in as much detail as is currently feasible, provide content specifications for each component, and touch on remaining issues and possible future developments.

/pdf/communicative-competence-a-pedagogically-motivated-model-2hjfc8ni7m.pdf

Communicative Competence: A Pedagogically Motivated Model with Content Specifications

To provide some perspective on current issues and challenges concerning the role of grammar in language teaching, the article reviews some methodological trends of the past 25 years. When, and to what extent, one should teach grammar to language learners is a controversial issue. The paper proposes a decision-making strategy for resolving this controversy, based on learner and instructional variables. Then taking Canale and Swain's (1980) model of communicative competence, which views grammatical competence as one component of communicative competence, the paper argues that grammar instruction is part of language teaching. In this new role, grammar interacts with meaning, social function, or discourse—or a combination of these—rather than standing alone as an autonomous system to be learned for its own sake. After addressing feedback and correction in terms of research and pedagogical techniques, the article concludes with a survey of options for integrating grammar instruction into a communicative curriculum and with a reformulation of the role of grammar in language teaching.

https://www.jstor.org/stable/pdfplus/3586980.pdf

Grammar Pedagogy in Second and Foreign Language Teaching.

The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching?

The argument over the relative merits of contrastive analysis and error analysis has persisted for some time. In general, proponents of error analysis have been more convincing. However, although the weaknesses of contrastive analysis have been extensively discussed, little has been said about the potential for corresponding weaknesses in error analysis. Six areas in error analysis which exhibit potential weaknesses are: (1) the analysis of errors in isolation; (2) the classification of identified errors; (3) statements of error frequency; (4) the identification of points of difficulty; (5) the ascription of causes to systematic errors; (6) the biased nature of sampling procedures. These together limit the usefulness of error analysis in describing the acquisition process of the second language learner. As a result the wisdom of using error analysis as the exclusive basis for the development of teaching materials is questioned.

https://www.jstor.org/stable/pdfplus/3585740.pdf

Marianne Celce-Murcia

Papers

Communicative Competence: A Pedagogically Motivated Model with Content Specifications

Grammar Pedagogy in Second and Foreign Language Teaching.

Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching?

Some Reservations Concerning Error Analyis

Making Informed Decisions About the Role of Grammar in Language Teaching.