On the Specification of Performance Objectives in Individualized Foreign Language Instruction

There are 3 misconceptions that seriously limit the utility & relevance of performance objectives in acquiring 'communicative competence' (here labeled 'communicative proficiency'). They are: (1) a confusion between competence & performance, & between linguistic &...

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Bibliographic Details
Published in:	The Modern language journal (Boulder, Colo.) Colo.), 1975-11, Vol.59 (7), p.353-360
Main Author:	Valdman, Albert
Format:	Article
Language:	eng
Subjects:	Educational activities educational outcomes French language teaching Individualized instruction Language Language acquisition Nonnative languages Programmed instruction Second language learning teaching approaches teaching of language Theme: Individualizing Instruction in Foreign Languages United States Verbs World language instruction
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Summary:	There are 3 misconceptions that seriously limit the utility & relevance of performance objectives in acquiring 'communicative competence' (here labeled 'communicative proficiency'). They are: (1) a confusion between competence & performance, & between linguistic & communicative spheres; (2) an inadequate & faulty identification of linguistic elements; & (3) the erroneous assumption that linguistic elements respond to learning steps. There are ways other than the programmed text of ordering the language course content. Elements based on a notional & functional analysis have high surrender value & train the learner to paraphrase, to attempt alternative ways of expressing intended meanings, & generally help him converse in the 2nd language. Adopting a model for 2nd language acquisition in which priority is assigned to cognitive mechanisms & processes with which the learner is endowed has the following implications for language instruction: (1) It relegates many types of preparatory activities, i.e., 'mim-mem' drills, to a secondary role; (2) It more specifically defines the teacher's primary role in the learning process as being the verification of hypotheses formed by learners; & (3) Errors are not viewed as 'pathological' manifestations that can & should be eradicated. 'The ordering of the content of courses & the organization of learning activities in FL instruction must start from simulated natural linguistic interaction within the framework of the display session.' The most realistic assessment of a student's accuracy in pronunciation is to base it, in part, on native speakers' reactions. L. Freer
ISSN:	0026-7902 1540-4781 1540-4781