2017/03/07 by Sandra J. Savignon · 1 citation
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Language, Discourse, Communication Strategies #Second Language Learning and Teaching #Communicative competence #Communicative language teaching #Foreign language #Nothing #Psychology #Competence (human resources) #Foreign language teaching #Empirical research #Linguistics #Language education #Pedagogy #Mathematics education #Epistemology #Social psychology #Philosophy
paper · doi:10.1002/9781118784235.eelt0047
openalex publication_date 2017/03/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
The introduction of the construct communicative competence in discussions of second/foreign language proficiency dates from the early 1970s. Given the prevailing theories in linguistics and learning psychology upon which audio‐lingual recommendations for classroom methods and materials were based, proposals of communicative competence as a guide for the teaching and evaluation of learners proved nothing short of revolutionary. This summary considers the underlying support, both theoretical and empirical, for communicative competence as a goal of 21st‐century second/foreign language evaluation along with the implications of a communicative language teaching approach for shaping classroom practice in the many different contexts in which English is taught.