Hostname: page-component-77c89778f8-m42fx Total loading time: 0 Render date: 2024-07-20T16:27:34.871Z Has data issue: false hasContentIssue false

Toward a Modified Structural Syllabus

Published online by Cambridge University Press:  07 November 2008

Albert Valdman
Affiliation:
Indiana University

Abstract

This paper argues for an integration of the notion of communicative competence in the elaboration of syllabuses and the preparation of teaching materials for beginning and intermediate general foreign language courses. A distinction is made between such courses and the teaching of English as a medium of wider communication on an international basis. In FL instruction, as opposed to the teaching of a MWC, metalinguistic, epilinguistic, or cultural objectives may be more highly valued than the use of language for daily communication. In addition, the general context of FL instruction precludes the authentic use of the target language in the classroom, a prerequisite for the attainment of communicative competence. The integration of the notion of communive competence in FL instruction, including the inclusion of notions and functions, involves the grafting of these last mentioned considerations onto a structural-situational-functional base. That base would be modified by moving in five directions: (1) adopting a functional orientation, i.e., providing learners with linguistic means to express notions and functions rather than the teaching of structures for their own sake; (2) focus on semantic notions; (3) cyclical progression; (4) aiming for discursive authenticity by identifying rhetorical devices) providing stylistic manoeuver by the recognition of the role of variants.

Type
Articles
Copyright
Copyright © Cambridge University Press 1982

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, J.P.B. 1980. A three-level curriculum model for second language education. Keynote address, Ontario Modern Language Teachers Association, Toronto, Ontario.Google Scholar
Belasco, S. 1967. The plateau; or the case for comprehension. Modern Language Journal 51.8288.Google Scholar
Belasco, S. 1965. Nucleation and the audio-lingual approach. Modern Language Journal 49.482–91.Google Scholar
Behnsted, P. 1973. Viens-tu?, est-ce que tu viens?, tu viens?—Formen und Strukturen des direktens Fragesatzes im Französischen. Tübingen: Gunter Narr.Google Scholar
Brumfit, C.J. 1980. From defining to designing: Communicative specifications vs. communicative methodology in foreign language teaching. Studies in Second Language Acquisition 3.19.CrossRefGoogle Scholar
Corder, S.P. 1973. Introducing applied linguistics. Harmondsworth: Penguin Books.Google Scholar
Coste, D. et al. , 1976. Un niveau seuil. Strasbourg: Council of Europe.Google Scholar
Germain, C. 1982. Français fonctionnel, situationnel ou notionnel? Options nouvelles en didactiques du français langue étrangère: fonctionnelles, sociolinguistiques, sémiolinguistiques, ed. by Léon, P.R. and Yashinsky, J., 1726. Montreal: Didier.Google Scholar
Gobard, H. 1976. L';Aliénation linguistique. Analyse tétraglossique. Paris: Flammarion.Google Scholar
Jarvis, G.A. et al. , 1979. Invitation: French for communication and cultural awareness. New York: Holt, Rinehart, and Winston.Google Scholar
Le Cunff, M. 1976. Sur le vif. London: B.B.C.Google Scholar
Levelt, W.J.M. 1977. Skill theory and language teaching. Studies in Second Language Acquisition 1.5370.CrossRefGoogle Scholar
Maley, A. 1980. Teaching for communicative competence: reality and illusion. Studies in Second Language Acquisition 3.1016.CrossRefGoogle Scholar
Muyskens, J.A. et al. , 1982. Rendez-vous; an invitation to French. New York: Random House.Google Scholar
Porcher, F. et al. , 1982. Adaptation de “Un niveau-seuil” pour des contextes scolaires. Paris: Hatier.Google Scholar
Richterich, R. and Suter, B.. 1981. Cartes sur table. Paris: Hachette.Google Scholar
Rivers, W.M. 1975. A practical guide to the teaching of French. New York: Oxford University Press.Google Scholar
Savignon, S. 1972. Communicative competence: an experiment in foreign language teaching. Philadelphia: Center for Curriculum Development, Inc.Google Scholar
Terrell, T.D. 1977. A rational approach to second langauge acquisition and learning. Modern Language Journal 61.325–37.Google Scholar
Trévise, A. 1979. Spécificité de l'énonciation didactique dans l'apprentissage de l'anglais par des étudiants francophones. Encrages 1.4452.Google Scholar
Valdman, A. 1972. Language variation and the teaching of French. Current issues in the teaching of French, ed. by Todd, G., 87108. Philadelphia: Center for Curriculum Development, Inc.Google Scholar
Valdman, A. 1975a. Langue et Culture: A basic course in French. New York: Macmillan.Google Scholar
Valdman, A. 1975b. Error analysis and pedagogical ordering. Some implications of linguistic theory for applied linguistics, ed. by Corder, S.P. and Roulet, E., 105–26. Paris: Didier; Brussels: Aimav.Google Scholar
Valdman, A. 1976. Variation linguistique et norme pédagogique dans l'enseignement du français langue seconde. Bulletin de la Fédération Internationale des Professeurs de Français 1213. 5263.Google Scholar
Valdman, A. 1980. Communicative ability and syllabus design for global foreign language courses. Studies in Second Language Acquisition 3.7180.CrossRefGoogle Scholar
Valette, J.-P. and R., Valette 1981. Contacts: Langue et culture françaises. Boston: Houghton-Mifflin, 2nd ed.Google Scholar
Vander Brook, S. et al. , 1980. Discourse and second language acquisition of yes/no questions. Discourse analysis in second language research, ed. by Larsen-Freeman, D., 5674. Rowley, MA: Newbury House.Google Scholar
Van Ek, J.A. 1975. Systems development in adult language learning: The threshold level. Strasbourg: Council of Europe.Google Scholar
Wilkins, D. 1976. Notional syllabuses. London: Oxford University Press.Google Scholar
Winitz, H. and Reeds, J. 1975. Comprehension and problem solving as strategies for language training. The Hague: Mouton.CrossRefGoogle Scholar