purpura 2008

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ORAL COMMUNICATION

luonut Linda Gonzalez

St. Thomas Aquinas

luonut Alya Bejaoui

outils web 2.0

luonut Jean-François Grassin

Submenu 2 Marilyn daily

luonut michael buoniconti

Modifications made

Rejected by McNamara (1990)

difficult to fully apply in tests

in order to

assign importance to one component of language

Chahoub Deville (2003)

argued it failed

Person mediated for context

Purpura (2004) affirms

can be strenthened

Explanation of grammatical resoueces use

Definition of mening

Specified CLA components

Pragmatic knowledge

defined as

sociolinguistic knowledge

Functional knowledge

Organizational knowledge

divided into

Textual knowledge (discourse level)

Grammatical knowledge

They prove

The main theoretical framework

focus on

Testing

Teaching

Language

Communication

Communicative competence

Grammatical form

Grammatcal, sociolinguistic, discourse

accepted

;odel of communicative competence

Like a mix of

It was refuted

In use of factors analisys

Findings for empirical studies

To be measure through the four skills

Brought basis for

First TOEFL

Integrative tasks

Discret point

Carroll (1968)

"Skills and components models of proficiency"

Grammar and lexis

Phonology and ortography

Canal and Swain (1983)

Munltipotencial model

Lado (1961)

"skill and elements"

Specify

Lexicon

Structure

Can be assessed separately

Phonology

Oller (1979)

Pragmatic expentancy grammar

One integrative task

Way to measure Language ability

Bachmand and Palmer (1996)

Proposed

Multicomponential model of CLA

Defined as

formal language elements

Language skills

Standards

The aim is to reflect about how learners

analize how affect

assessment

learning

use knowledge for communication

represent L2 knowledge

Topic flotante

CLA assessment (Purpura 2008)

Subtema

Topic principal

Components of knowledge

Pragmatic

Discourse

Sociolinguistic

Lexical

Gramatical

Theories