Techniques for shaping writing course curricula:
      Strategies in designing assignments

Kroll, Barbara

doi:10.1515/9783110197778.5.423

Cited by 1 publication

(1 citation statement)

References 14 publications

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“…For in-class work, learners are requested to bring into the class the printed copy of all e-mail exchanges in order to prepare a brief report in which they synthesize how the topic discussed in the e-mail conversations is represented in the partners' culture. For such an activity, learners are encouraged to follow Kroll's (2006) suggested sequence of steps from the setting of an assignment to the point at which the learners submit the complete text including, preparation for the given task (here the re-reading of all e-mail exchanges), drafting and feedback, which may be repeated as many times as needed prior to submitting the final written work for evaluation. All these printed e-mail conversations could be added to the Reading Library of the class to be used as the basis for additional written assignments .…”

Section: Writing Skill: Sample Activitiesmentioning

confidence: 99%

Teaching intercultural communicative competence through the four skills

Usó-Juan

Flor

2008

RAEI

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Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners' communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of the integrated nature of the theoretical concept of communicative competence (Celce-Murcia and Olshtain, 2005). Therefore, it is the main goal of this paper to help language teachers better understand such a theoretical concept for improving their classroom practices. In so doing, we first provide an explanation of the theoretical concept of communicative competence. Then, a current framework of communicative competence, which aims at highlighting the function of the four macro-skills to build discourse competence for communicative purposes and reflects our conceptualization of language teaching is briefly discussed (Usó-Juan and Martínez-Flor, 2006a). Finally, on the basis of this framework, and taking the intercultural component as the point of departure, a variety of activities in the four language skills are presented for teaching learners intercultural communicative competence. 158 Revista Alicantina de Estudios Ingleses

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Section: Writing Skill: Sample Activitiesmentioning

confidence: 99%