{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69826"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69826","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Functional Approaches and Communicative Competence: English Language Teaching in Non-Native Contexts","abstract":"Recently considerable attention has been given to communicative approaches to language teaching, which have grown from the realization that knowledge of grammatical forms and structures alone does not adequately prepare learners to use the language they are learning effectively when communicating with others. It is also an outgrowth of renewed interest in the view of language as communication, a view associated with functional approaches to linguistics, which have been acknowledged as the theoretical base of the development of communicative language teaching theory and practice. However, the relationship between communicative language teaching and functional approaches to linguistics is far from clear.","abstract_html":"Recently considerable attention has been given to communicative approaches to language teaching, which have grown from the realization that knowledge of grammatical forms and structures alone does not adequately prepare learners to use the language they are learning effectively when communicating with others. It is also an outgrowth of renewed interest in the view of language as communication, a view associated with functional approaches to linguistics, which have been acknowledged as the theoretical base of the development of communicative language teaching theory and practice. However, the relationship between communicative language teaching and functional approaches to linguistics is far from clear.","abstract_has_math":false,"creators":["Berns, Margie Sue"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Linguistics","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1985,"date_issued":"1985","date_published":"1985","updated_at":"2026-07-22T22:26:01Z","subjects":["Language, Linguistics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8521720"],"render_values":[{"text":"(UMI)AAI8521720","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69826","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Berns, Margie Sue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1985","2014-12-15T20:08:30Z","10000-01-01"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Linguistics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, Linguistics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69826","(UMI)AAI8521720"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Recently considerable attention has been given to communicative approaches to language teaching, which have grown from the realization that knowledge of grammatical forms and structures alone does not adequately prepare learners to use the language they are learning effectively when communicating with others. It is also an outgrowth of renewed interest in the view of language as communication, a view associated with functional approaches to linguistics, which have been acknowledged as the theoretical base of the development of communicative language teaching theory and practice. However, the relationship between communicative language teaching and functional approaches to linguistics is far from clear.","This study explores the relationship of functional approaches and communicative language teaching through a consideration of the Prague and British linguistic traditions, concepts such as communicative competence, intelligibility, and model, the nature of English language use and teaching in the contexts of India, Japan, and West Germany, and the application of American and European communicative approaches to the development of English language teaching materials designed for English language learners in these three non-native contexts.","As an applied study, it does not claim to offer solutions to pedagogic problems, but to provide a means by which such problems may be solved. One of its objectives is to show how a theoretical model for linguistics can be used for classroom purposes by relating a linguistic framework to actual classroom materials and activities. It also offers a clarification of linguistic principles, drawn from the functional linguistic models of the Prague School and the British linguistic tradition, which can guide in the development and implementation of communicative language teaching models which are responsive to the needs of a growing number of learners of English in non-native contexts.","This study also addresses applied and theoretical implications for teacher training, cross-cultural communication, models in the pedagogical context, intelligibility in the classroom, and syllabus design.","Made available in DSpace on 2014-12-15T20:08:30Z (GMT). No. of bitstreams: 1 8521720.pdf: 13193228 bytes, checksum: 7b18c8110b31e9f9879d1348a83e1d19 (MD5) Previous issue date: 1985","Embargo set by: Seth Robbins for item 69992 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","159 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985."]},{"key":"dc:title","label":"Title","values":["Functional Approaches and Communicative Competence: English Language Teaching in Non-Native Contexts"]}]}],"canonical_facts":{"dc:creator":["Berns, Margie Sue"],"dc:date":["1985","2014-12-15T20:08:30Z","10000-01-01"],"dc:description":["Recently considerable attention has been given to communicative approaches to language teaching, which have grown from the realization that knowledge of grammatical forms and structures alone does not adequately prepare learners to use the language they are learning effectively when communicating with others. It is also an outgrowth of renewed interest in the view of language as communication, a view associated with functional approaches to linguistics, which have been acknowledged as the theoretical base of the development of communicative language teaching theory and practice. However, the relationship between communicative language teaching and functional approaches to linguistics is far from clear.","This study explores the relationship of functional approaches and communicative language teaching through a consideration of the Prague and British linguistic traditions, concepts such as communicative competence, intelligibility, and model, the nature of English language use and teaching in the contexts of India, Japan, and West Germany, and the application of American and European communicative approaches to the development of English language teaching materials designed for English language learners in these three non-native contexts.","As an applied study, it does not claim to offer solutions to pedagogic problems, but to provide a means by which such problems may be solved. One of its objectives is to show how a theoretical model for linguistics can be used for classroom purposes by relating a linguistic framework to actual classroom materials and activities. It also offers a clarification of linguistic principles, drawn from the functional linguistic models of the Prague School and the British linguistic tradition, which can guide in the development and implementation of communicative language teaching models which are responsive to the needs of a growing number of learners of English in non-native contexts.","This study also addresses applied and theoretical implications for teacher training, cross-cultural communication, models in the pedagogical context, intelligibility in the classroom, and syllabus design.","Made available in DSpace on 2014-12-15T20:08:30Z (GMT). No. of bitstreams: 1 8521720.pdf: 13193228 bytes, checksum: 7b18c8110b31e9f9879d1348a83e1d19 (MD5) Previous issue date: 1985","Embargo set by: Seth Robbins for item 69992 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","159 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985."],"dc:identifier":["http://hdl.handle.net/2142/69826","(UMI)AAI8521720"],"dc:subject":["Language, Linguistics"],"dc:title":["Functional Approaches and Communicative Competence: English Language Teaching in Non-Native Contexts"],"dc:type":["text"],"thesis:degree_discipline":["Linguistics"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:01Z"}