Tackling the conceptual issues in language educaiton: do we develop skills or competences?
Închide
Articolul precedent
Articolul urmator
438 20
Ultima descărcare din IBN:
2022-05-07 23:13
SM ISO690:2012
CONDRAT, Viorica. Tackling the conceptual issues in language educaiton: do we develop skills or competences? In: Professional Development in Language Contexts: Perceptions and Practices. 15-16 martie 2019, Bălți. Bălți, Republica Moldova: Universitatea de Stat „Alecu Russo” din Bălți, 2019, pp. 53-62. ISBN 978-9975-3316-2-3.
EXPORT metadate:
Google Scholar
Crossref
CERIF

DataCite
Dublin Core
Professional Development in Language Contexts: Perceptions and Practices 2019
Simpozionul "Professional Development in Language Contexts: Perceptions and Practices"
Bălți, Moldova, 15-16 martie 2019

Tackling the conceptual issues in language educaiton: do we develop skills or competences?


Pag. 53-62

Condrat Viorica
 
"Alecu Russo" State University of Balti
 
Disponibil în IBN: 22 martie 2020


Rezumat

The article examines the sometimes confusing use of the terms competence and skills in the Moldovan language education context. Teachers of English as a foreign language seem to closely follow the guidelines of the national curriculum, which does not seem to facilitate the teachers’ work in their design process. The fact that the term competence is opposed to that of skill in TEFL literature seems to be ignored by the authors of the curriculum. Thus, teachers feel forced to use the exact terminology from the curriculum, even if it can cause confusion.

Cuvinte-cheie
competence, skill, communicative competence, CEFR, lesson plan