Task 14 -- Communicative approach

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Date Posted: 18:38:08 08/07/03 Thu
Author: Rita Cristina Lopes
Subject: Task 14

If a desirable communicative competence takes more into account the ability to communicate appropriately over grammar correctness, the tests shouldn�t worry so much about forms either. They should also simulate real life situations, carry a purpose, have meaning to the learner and be as much familiar as possible to them � reflect the communicative situation in which the testees are likely to find themselves.

Good examples can be role plays � a group of students, each performs a certain role pre established � one is the seller, the other the buyer...;
and information gap where one student has the information the other needs.

The teacher must consider individual qualities of the answers because the communicative tests doesn�t have a strict �gabarito� with right or wrong answers, because the students� experiences are all different one from another.

Writting skills can be combined with listening � a student can listen to a phone call from a friend telling him he will be visiting him. The other says that he will write an email with directions on how to get to his address, etc. The teacher can this way evaluate all skills and the communicative competence of the students.

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