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

Learning purpose and language use

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004144

Authentic materials and authenticity in foreign language learning

Introduction Dwight Atkinson Chapter 1: The Sociocultural Approach to Second Language Acquisition: Sociocultural Theory, Second Language Acquisition, and Artificial L2 Development James P. Lantolf Chapter 2: A Complexity Theory Approach to Second Language Development/ Acquisition Diane Larsen-Freeman Chapter 3: An Identity Approach to Second Language Acquisition Bonny Norton & Carolyn McKinney Chapter 4: Language Socialization Approaches to Second Language Acquisition: Social, Cultural, and Linguistic Development in Additional Languages Patricia A. Duff & Steven Talmy Chapter 5: A Conversation-analytic Approach to Second Language Acquisition Gabriele Kasper & Johannes Wagner Chapter 6: A Sociocognitive Approach to Second Language Acquisition: How Mind, Body, and World Work Together in Learning Additional Languages Dwight Atkinson Chapter 7: Discussion - SLA after the Social Turn: Where Cognitivism and its Alternatives Stand Lourdes Ortega

/pdf/alternative-approaches-to-second-language-acquisition-3s6bwfrsao.pdf

Alternative approaches to second language acquisition

This article traces the major trends in TESOL methods in the past 15 years. It focuses on the TESOL profession’s evolving perspectives on language teaching methods in terms of three perceptible shifts: (a) from communicative language teaching to task-based language teaching, (b) from method-based pedagogy to postmethod pedagogy, and (c) from systemic discovery to critical discourse. It is evident that during this transitional period, the profession has witnessed a heightened awareness about communicative and task-based language teaching, about the limitations of the concept of method, about possible postmethod pedagogies that seek to address some of the limitations of method, about the complexity of teacher beliefs that inform the practice of everyday teaching, and about the vitality of the macrostructures—social, cultural, political, and historical—that shape the microstructures of the language classroom. This article deals briefly with the changes and challenges the trend-setting transition seems to be bringing about in the profession’s collective thought and action.

/pdf/tesol-methods-changing-tracks-challenging-trends-43skc18vqb.pdf

TESOL Methods: Changing Tracks, Challenging Trends

Sociolinguistics : selected readings

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Sociolinguistics : selected readings