The Measurement of Communicative Competence

Canale, Michael

doi:10.1017/s0267190500001033

Cited by 32 publications

(27 citation statements)

References 22 publications

(5 reference statements)

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“…Moreover, Canale, andSwain, (1980) andSavignon, (1991) classified the communicative elements as follows: 1) grammatical competence, 2) social-linguistic competence, 3) discourse competence, and 4) strategic competence. In addition, communicative language teaching will be successful depends on many factors such as learner's role, teacher's role, instructional material role (Richards, & Rogers, 1995) and instructional activities (Nunan, & Lamb, 1996).…”

Section: Communicative Language Teachingmentioning

confidence: 99%

A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

Iamsaard¹,

Kerdpol²

2015

ELT

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This paper aimed to reexamine the current EFL communicative speaking skill in high school level in Thailand due to the coming of the entry to ASEAN at the end of the year 2015. Thai students need to be well prepared for workforce in the future since English is used as the working language in ASEAN. The purposes of this paper were to study the effect of dramatic activities on improving English communicative skills of grade 11 th participants and to examine students' opinions towards the use of dramatic activities in their speaking class. The duration of experiment was 21 hours within 7 weeks. The research instruments were lesson plans using dramatic activities, English communicative speaking test and a questionnaire measuring students' opinions towards the teaching based on dramatic activities. The findings were that the English communicative speaking skill on grade 11 th students after attending the teaching class using dramatic activities was significantly higher than before attending the teaching and the students' opinions towards dramatic activities on speaking were highly positive.

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Section: Communicative Language Teachingmentioning

confidence: 99%

A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

Iamsaard¹,

Kerdpol²

2015

ELT

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“…2.1,1985). Canale's (1988) ARAL review article provides an excellent discussion of the major achievements, problems, and challenges in the measurement of communicative competence, as they are related to how the abilities that constitute this construct are defined on the one hand, and how it is measured on the other. These issues are also discussed by Skehan (1988), Weir (1988), and Bachman (forthcoming).…”

Section: "Communicative" Language Testsmentioning

confidence: 99%

“…Several lists of "communicative test characteristics" have been proposed (e.g., Carroll 1980, Alderson 1981, Harrison 1983, Canale 1984. The number of language tests developed over the past decade that attempt to incorporate at least some of these features is too large for much more than citation (e.g., the English Language Testing Service (Criper and Davies 1988), the Ontario Test ofESL (Wesche, et al 1987), the Test in English for Educational Purposes (Associated Examining Board 1987), the Communicative Use of English as a Foreign Language (Royal Society of Arts 1985).…”

Section: "Communicative" Language Testsmentioning

confidence: 99%

Assessment and Evaluation

Bachman¹

1989

Ann Rev Appl Ling

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Research and development in the assessment of language abilities in the past decade have been concerned both with achieving a better understanding of the nature of language abilities and other factors that affect performance on language tests and with developing methods of assessment that are consistent with the way applied linguists view language use. The way language testers conceptualize language abilities has been strongly influenced by the broadened view of language proficiency as communicative competence that has emerged in applied linguistics. And while this view of language proficiency provides a much richer conceptual basis for characterizing the language abilities to be measured, it has presented language testers with a major challenge in defining these abilities and the interactions among them with sufficient precision to permit their measurement. Language testing researchers have also been influenced by developments in second language acquisition, investigating the effects on test performance of other factors such as background knowledge, cognitive style, native language, ethnicity, and sex. Finally, language testing research and practice have been influenced by advances in psychometrics, in that more sophisticated analytic tools are being used both to unravel the tangled web of language abilities and to assure thhat the measures of these abilities are reliable, valid, efficient, and appropriate for the uses for which they are intended.

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“…For instance, some researchers [1][3] [4][21] explored the role of target language pragmatic knowledge in writing various kinds of letters. And Canale [7] examined the characteristics of the context of language use that determines the appropriateness of utterances. However, few studies tackled the pragmatic uses of EFL [18] [22].…”

Section: Introductionmentioning

confidence: 99%

Effects of the Continuation Tasks as a Predictor of Pragmatic Competence on Writing Proficiency

Xia¹

2018

Proceedings of the 2017 World Conference on Management Science and Human Social Development (MSHSD 2017)

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Abstract:The paper reports on an experimental research study aiming at investigating the effectiveness of employing the continuation tasks in developing EFL student' pragmatic writing skills. To assess the actual effect of the continuation tasks as a predictor of target language pragmatic competence on writing proficiency, the author proposes a task-based approach to achieve pragmatic appropriateness in writing. It is conducted over two pairs of undergraduate students, of whom one pair is regarded as the control group exposed to the traditional writing, the other as the experimental group exposed to the continuation tasks. Procedures are guided by a task-based framework involving stages: 1) pre-task, 2) task cycle, 3) language focus. Measurement tools include: 1) questionnaires of Pragmatic Writing Skills in the pre & follow-up test; 2) the assessment & scores of pre, post & follow-up writings; 3) interviews. Results indicate the continuation tasks' contributing to more appropriate use of target language pragmatic features in writing. Thus the pedagogical implications of this study suggest providing opportunities for language learners to have interaction with target language writers in foreign language contexts through the continuation tasks.

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The Measurement of Communicative Competence

Cited by 32 publications

References 22 publications

A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

Assessment and Evaluation

Effects of the Continuation Tasks as a Predictor of Pragmatic Competence on Writing Proficiency

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