The Teacher's Communicative Competence in the English Language Classroom: Three Case Studies
The teaching practice of three secondary school teachers of English is analyzed. These teachers were chosen because of their different levels of communicative competence & the strategies they used to make themselves understood in the target language. The data were collected through field notes....
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| Published in | The ESPecialist Vol. 22; no. 1; pp. 1 - 25 |
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| Main Author | |
| Format | Journal Article |
| Language | Portuguese |
| Published |
01.01.2001
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| Online Access | Get full text |
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| Summary: | The teaching practice of three secondary school teachers of English is analyzed. These teachers were chosen because of their different levels of communicative competence & the strategies they used to make themselves understood in the target language. The data were collected through field notes. The results show that a fluent teacher may not be able to provide learning opportunities in class. Contrary to that, a less fluent teacher may be able to promote successful interaction in the target language despite his or her linguistic deficiencies. It is claimed, therefore, that teachers of English must develop not only communicative competence in the target language but also meaningful & cooperative interaction in the classroom. 19 References. Adapted from the source document |
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| Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 content type line 23 ObjectType-Feature-2 |
| ISSN: | 0102-7077 |