FL conversational skills in tertiary education

A socio‐cultural and autonomous approach 1

Bibliographic Data

ID12112582
AuthorsGérard M Willems (HAN University of Applied Sciences, corresponding author)
Year1994
Volume7
Issue3
Pages217-229
Publication date1994-01-01
Open AccessNo
TypeARTICLE
VenueLanguage Culture and Curriculum (JOURNAL)
Journal identifiersISSN: 0790-8318 • E-ISSN: 1747-7573
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/07908319409525179
OpenAlexW2073321360
LanguageEN
References cited13

The teaching of conversational skills in a FL is still greatly underdeveloped in tertiary education. This is principally because of the demands it makes on staff time, and also because sending students to live in the foreign country is thought to be more effective than teaching. The paper proposes a variety of conversational training that maximises learner autonomy and focusses on socio‐cultural competence in speaking. Students recorded role‐plays that required good sociolinguistic knowledge and then compared the discourse generated with native speaker equivalents. Strategies of this kind increase student self‐motivation without making excessive demands on staff time, and they lead to direct improvement of important conversational skills. The future of conversational training at third level is discussed in the light of this model, with special reference to recent developments in the Netherlands. Notes This article is based on a paper read to the Dutch Association of Applied Linguistics on 26th November 1993

Autonomy · Competence (human resources · Higher education · Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Variety (cybernetics · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching · Social Psychology · Artificial Intelligence

Tools

Open DOISci-Hub