Theme: structure and content of modern language education lecture outline
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LECTURE 1
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- Pragmatic Competence
- CONTENT OF TEACHING AND LEARNING The content of teaching and learning
- LECTURE FEEDBACK QUESTIONS
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Linguistic competence, which refers to knowledge of language areas (phonetics, vocabulary, grammar) and language skills (listening, speaking, reading and writing).
Sociolinguistic competence enables FL learners to choose appropriate linguistic forms, ways of expression depending on the setting, communicative aim and intentions of the speaker. Sociolinguistic competence also embraces socio-cultural competence, which refers to the ability to identify and respond appropriately to situations in the target culture and with speakers of the target language. Pragmatic Competence refers to the ability to respond spontaneously to situations in the target language as they develop, and includes the deployment of strategies to take part effectively in interactions – for example, interrupting, clarifying, compensating when communication breaks down, etc. Discourse competence is subsumed under pragmatic competence for the purposes of this document. It refers to the ability to chain together idea with appropriate language in speech or in writing. It also assumes the ability to understand linguistic signals in connected speech or writing, for example sequencing devices, language to make contrast, ways of beginning and ending, etc. CONTENT OF TEACHING AND LEARNING The content of teaching and learning is presented in the form of themes, which are subject to compulsory inclusion in major educational programs of public secondary, secondary special, graduate and postgraduate education. Learning material across all levels of education ensures continuity, consistency and recurrence in learning and teaching. The Content section of the standards at each level may be used as a minimum basis for syllabus design and for textbook development. LECTURE FEEDBACK QUESTIONS What is the aim of the course TFLM&ET? What is the role of the CEFR monograph in TFL around the world? What language policy is observed in Uzbekistan? What is the connection of the State Standards on TFL and CEFR? How is STonTFL should be used in academic procedure? What descriptors are presented in the State Standards? Download 30.16 Kb. Do'stlaringiz bilan baham: 
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