A suggested English reading test for SMEA students based on the communicative competence approach - Widya Mandala Catholic University Surabaya Repository

CIiAPTER

I

INTRODUCTION

I . 1 Backg?;i.ound o f t h e groblen;.

T e s t i n g i s one oP t h e i m p o r t a n t t h i n g s i n

the

p r o c e s s o f t e a c h i n g l e a r n i n g a c t i v i t i e s . B y t e s t i n g , 30th t h e t e a c h e r and t h e s t u d e n t s a r e a b l e t o know t h e

p u a i l t y o f the students about t h e knowledge t h a t has

! I ? A alikuage t e a c h i n k , we d i s t i n g u i s h among

approac:, ce tnod and t e c h n i q u e . The d i f f e r e n c e and t h e r e l a t i o n s b l p among them are:nApproach i s t h e s e t of

l a n g u a g e and t h e n a t u r e of l a n g u a g e and l e a r n i n g . tt 1

Nethods r e f e r to t h e p r o c e d u r e s o f language t e a c h i n g t o

a.n 11 o v e r a l l p l e n f o r The o r d e r l y p r e s e n t a t i o n of languake a a t e r i a i , no p a r t o f which c o n t r a d i c t s , and a l l o f v h S c h S a s e d uporr t h e s e l e c t e d approach,,'

2

;he method i.s implemented b y t e c l l n i q u e s . C h r i s t i n a B r a t % ,dul s t o n shows t h e r e l a t i o n s h i p among t h e a p p r o a c h ,

nlethad aud techklique a s f o l l o w s :

t t b a c t u a l

glqgaroom

p b a v i o u r of t h e e c i f i c

s % + i t e g i e s

w

zlc e t e a c

er

s e l e c t s

t o

ac&eve

hi22 ~ b j e c t i v e s , t h c s e l e c t i o n and s e q u e n c i n g

-

- ' ~ d w a r d

M,

A n t h ~ n y , t1 gpproach Method and

T e c k x ~ q u e , 11

i n

H,

A l l e n and R. c a m p b e l l , e d s , Teachin

L n g i i s h ," a s a 5 e c o n d Language, New York: M c O r a ~ - ' ~ $ 7 2 ,

of t h e s e s t r a t e g i e s a s w e l l as t h e s t r a t e g i e s t h e n s e l v e s a r e based on t h e method and hence a r e

i n

a c c o r d w i ~ h t n e t n e o r e t i c a l i s s u e s o f

tne

a p p r o a c h ,

3

I n t n i s s ~ u c l y t h e w r i t e r o n l y t a l K s a b o u t a n a p p r o a c h and i r ~ l i n e w l t n t n e n t l e , L L i s a o o u t t h e

c o m r n u n i c a t i ~ e competence approach.

Nowadays, t h e communicative competence a p p r o a c h

i s 3ne of t h e a p p r o a c h e s which i s s u g g e s t e d t o be

used

i n e v e r y s c h o o l i n I n d o n e s i a . S a l e h u d i n , one of t h e

- d u c a t l o n a l qnc' c u i t u r e depart men^ members s u g g e s t s :

I

.

.

.

~ o m n u n i c a f i v e Language

~eaohing,

s h o u l d be s e e n

as

a n a p p r o a c h b y means n o t a method.

...

CLT

i n t e r e s t s

them wht~ want a l e a r n i n k a p p r o a c h which i s more

appropriate t o t h e human r e a l i t y .

hat

i s a n a p p r o a c h which g i v e s h i g h a t t e n t i o n t o t h e i n t e r a c t i o n p r o c e s s

S a n d r a

S.

Savignon g i v e s

the

d e f i n i t i o n of t h e

communicative competence a p p r o a c h a s f o l l o w s :

~ ~ c o m r n u n i c a t i v e Competence i s t h e f u n c t i o n a l l a n g u a g e p r o f i c i e n c y ; t h e e x p r e s s i o n ,

i n t e r p r e t a t i o n , and n e g o t i a t i o n o f meaning

-

5 r * h r i s t i n s b r a t t p a u l s t o n , p e a c h i n g E n g l i s h as a Secofia idamage: Tochnlques and pr

oc-b l i s h e r , I n c , Caxr~oc-bridge, M a s s a c h u s e t t s ,

1976,

p. x

4 ~ a l e h u d i n , D r s , P ~ a t e r i Hapat Ker j a Kepala-

A Swasta se Jawa Timur, Batu;Malang,

i n v o l v i n g i~ltt.s.ac-t;ion between two o r more p e r s o n s b e l o n g i n g t o the same ( o r d i f f e r e n t ) s p e e c h

community

( c o m u n i t i e s ) ,

a r

between one

pereon

and

a w r i t t e n o r o r a l text.115

In

t h e Cornmunica,tive Competence Approach, all of ;l;e t e ; r ~ : , i n g l e a r n i n g prccese a r e more f o c u s e d i n :

First, t h e a p p s o p r i a t c n e s s t o t h e c o n t e x t t h a n

t h e grammatical. occurency. AS what h a s been p o i n t e d o u t by 'alldsa 5 . Savignon t h z t :

1% c ~ m m ~ n i c a t i v e competence i s c o u t e x t s g e c i f i c .

..-..rr.rn!izii c a t i v e t a k e s p l a c e i n a n i n f i n i t e v a r i e t y

.

.

. - * 32.-cuk-tions, and s u c c e s s i n a p a r t i c u l a r r o l e

. : ; . , ~ e c d s

!>n

one I s u n d e r s t a n d i n g o f i;he c o n t e x t and

:...r. s p r i e r e x p e r i e n c e of a s i m i i a r k i n d . I t ~ i , u , i r . e 8 ~ n a k i n g a 2 p r o p r i a t e c h o i c e s of r e g i s t e r

at;., ..

.in

_{t e r m s of t h e s i t u a t i o n and t h e o t h e r} p a r t i c i p a n t s . ~ 6

. e c o n d , t h e s t u d e n t s n c e d . A s t u d e n t a s a p e r s o n

who l e a r n s a language, he l e a r n s n o t o n l y t h e r u l e s

of

t h e l a n g u a g e ( i m p l i c i t knowledge), b u t a l s o

how

t o u s e

it f o r communicating h i s i d e a s , f e e l i n g s and s o on. He

w . i L . ~ a c q u i r e c ~ ~ m u n i c a t i ~ r e competence. !Phis i s a n a b i l i t y

5 , c f i a r ~ c e Iingu2 a,%ic f o m s of a l a n g u a g e and u s e them

.:pvn:careously i n v o l v i n g one o r more o-ther p e r s o n s i n

: i . ~ p r o p r i z t ~ si i;uatior,S and c i r c u r ; ~ s t a r , c e s . fie h a s t o know

I I ~ I ~ only the lengcage forms, b u t a i s o be a b l e t o

u s e

-

them

i n

t h e i r cornniunication i n r e a l s i t u a t i o n and r e a l

time. A S what h a s been p o i n t e d o u t b y S c a r c e l l a :

n ~ ! o s t d i s c o u r s e r u l e s and s t r a t e g i e s a r e v e r y complex, c h a r a c t e r i z e d by v o c a b u l a r y , p r o n o u n c i a t i o n , p r o s o d i c f e a t u r e s ; f e a t u r e s of n o n - v e r b a l communication,

and p e r h a p s t o a l e s s e r d e g r e e , s y n t a c t i c f e a t u r e s . pioreover,

all

of t h e s e f e a t u r e s may v a r y a c c o r d i n g t o t h e s o c i a l c o n t e x t . F o r i n s t a n c e , some g r e e t i n g s

a r e a p p r o p r i a t e

i n

some s i t u a t i o n , b u t n o t i n o t h e r s .

: p h t ~ a r e sometimes s h o u t e d , and sometimes spoken

q u i t e s t i f f l y .

In

arc? g i v e n s i t u a t i o n , a n a p p r o p r i a t e g r e e t i n g d i - . ~ e a d a on a . ~ a r i e t y o f f a c t o r s . These

i n c l u d e ; t h e p e r s o n b e i n g g r e e t e d , t h e time of day, t h e l o c a t i o n and t h e i n t e r a c t i o n , o t h e r p e o p l e

p r e s e n t , a n d t h e s o r t o f i n t e r a c t i o n which i s e x p e c t e d

!

2 l e a s a n t , s c o r n f u l , e t c ) . n 7

yk;ir.d, The r ' u o c t i o n s of l a n g u a g e . I n h e r e , ,javignon s a y s t h a t :

f l p u n c t i o n i s t h e u s e t o which l a n g u a g e i s p u t , t h e p u r p o s e of

an

u t t e r a n c e r a t h e r t h a n t h e p a r t i c u l a r

g r a m m a t i c a l form a n u t t e r a n c e t a k e s . A l a n g u a g e f u n c t i o n h a s :c do w i t h what i s s a i d a s oppoaed t o t o how something i s s a i d . Language i s used f o r a n i n f i n i ~ e number o f p u r p o s e s : t o command, t o d e s c r i b e , t o a v o i f ? , t o h ~ d e i n t e n t , t o a t t r a c t a t t e n t i o n and and s0n.e o thers.1' 8

i+k,c- f u n c t i o r , : , T

articular

u t t e r a n c e can be u n d e r s t o o d

.iriiy wilsn t h e u t t e r a n c e 16 p l a c e d i n i t s c o n t e x t of

u

AS hat h a s been s u g g e s t e d t h e u s i n g of t h e

' s t e p h e n

D.

L r a s h e n , p r i n c i p l e s and P r a c t i c e

i n

Lecorid Laxutrge A c q u i s i t i o n , U n i v e r s i t y o f S o u t h e r n

C-a, Pergaraon P r e s s , A. Wheaton & Co. L t d , E x e t e r ,

j $ $ Q Z p */<>

h

I n d o n e s i a , a l l of t h e t e a c h i n g and l e a r n i n g p r o c e s s

s h o u l d be b a s e d on t h e communicative competence approach. Because a t e s t i s a p a r t o f t h e t e a c h i n g and

l e a r n i n g p r o c e s s , t h e t e s t s h o u l d be g i v e n on t h e b a s e of

tiis communicative competence a p p r o a c h t o o . A s what E. ~ a a t o n o s t a t e d i n jawa poe: ' I . .

.

i f t h e a p p r o a c h i s communicative, t h e t e s t must be communicative toon

9

Savignan a l s c s a y s t h a t : 1 1 . .

.

i f we t e a c h f o r

communicativz competence, we have t o t e s t f o r communicative competence s o t h a t we and o u r s t u d e n t s know how w e l l we a r e d o i n g what we c l a i m t o be doing.nI0

AS t h e w r i t e r t h i n k s , t h e t e s t o f SMEA ( t h e

gconornical V o c a t i o n a l High School ) h a s n e v e r b e e n a n a l y z e d . gecause 01 this r e a s o n , t h e w r i t e r c h o o s e s t h e t e s t of t h e s c h o o l a s t h e o b j e c t t o b e a n a l y z e d

i n

t h i s s t u d y .

A L t h e sample o f t h e t e s t , t h e w r i t e r t a k e s a t e s t

c a l l e d T e s S r i a t i f Bersama ( TSB )

SMKTA

i n t h e y e a r of 1984/?990.

he

t e s t i s made b y t h e e d u c a t i o n and c u l t u r e d e p a r t a e n t r e g i o n E a s t Java.

he

w r i t e r t a k e s t h r e e l e v e l s

01 t h e

test,

ana hose a r e t n e t e s t f o r t h e f i r s t , t h e second ax:! she third y e a r s t u d e n t s . About t h e t e s t , we

-

%

gacitono Jawa g o s

.

Sebuah t a n t a n g a n d i Indo- n e s i a ~ e n a e a t a n ~ A m u n i k a i f m-e$

c a n s e e i n t h e ~ p p e n d i x

o f

t h i s t h e s i s .

A S t h e w r i t e r h a s a n a l y z e d , t h e c h a r a c t e r i s t i c s of t h e t e s t s c a n be s e e n as f o l l o w s :

A . The t e s t f o r t h e f i r s t y e a r s t u d e n t s .

The t e s t c o n s i s t s of 50 n u n b e r s t h a t i s d c v i d e d i n t o

5

numbers of r e a d i n g comprehension, 7 numbers of

v o c a b u l a r j , and

38

nurnbers o f s t r u c t u r e q u e s t i o n s .

bout

t h e r e a d i n g comprehension, t h e s t u d e n t s a r e g i v e n a s h o r t r e a d i n g p a s s a g e w i t h a t i t l e n Tourism n.

The f i v e numbers o f t h e r e a d i n g comprehension

q u e s t i o n s a r e g i v e n w i t h a n o r d e r t o b e answered c l e a r l y . The s e v e n numbers of t h e v o c a b u l a r y q u e s t i o n s a r e g i v e n i n m u l t i p l e c h o i c e .

The s t r u c t u r e q u e s t i o n s a r e d e v i d e d i n t o :

33

numbers in m u l t i p l e c h o i c e and

5

numbers i n a r r a n g i n g some w o r d s t o De a c o r r e c t s e n t e n c e .

Ti. The t e s t f o r t h e second y e a r s t u d e n t s .

The t e s t c o n s i s t s of

50

numbers t h a t i s devided i n t o

5

numbers of r e a d i n g comprehension,

7

numbers of

v o c a o u l a r y , and 3b numbers of s t r u c t u r e q u e s t i o n s .

The l i v e numbers of t h e r e a d i n g c o m p r e h e n s i o n

q ~ l c s t . ~ o r ; s d r e g i v e n w i t h an o r d e l t o a n s w e r t h e q u e s t i o n . he s e v e n numbers of t h e v o c a a u l a r y q u e s t i o n s a r e g i v e n i n r i l u l t i p l e c h o i c e .

he s t r u c t u r e q u e s t i o n s a r e d e v i d e d i n t o :

33

numbers

i i i I n L i l t l p l e ckivlce a n c

5

nuriioela i n d i i f e r e n - t c r d e r s . :ht o r d e r s a r e : c h a n g e i n t o n e g a t i v e i m p e r a t i v e ; c h a n g e -co c u n d i t i o n a i s e n t e n c e t y p e 11; f i l l t h e b l a n k t o compose

t h t p s s i cuntinouse t e n s e , b y u s i n g : w a l k ,

f a l l

; fill

t h e blank by u s i n g c o n j u n c t i o n ; a n d , c h a n g e into p a s s i v e ~ o i c r .

; ykie t e s t f'=r t h e t h i r d y e a r s t u d e n t s .

ystt t e s t : c ; ) ~ . s i S ~ 01 S 3U numbers t h a t i s d e v i d e d i n t o

, ! ; -

: . .

: : v ~ : i ~ ; e I r ~ e n s i u n , 13 n>ariuer s of. v o c a b u l a r y

,

. . , J , t q u e ~ t i o n c .

: L>L. 7 t r a i r n r r t h e s t u d e n t s a r e

. I

y, l v t - :I reaciiilc. g a s s a g e w i t h a t i t l e 11 E n g l i s h

* .

L . : . . : ~ V ~ L . : ; C ~ L i.bnguage

r~iit- t ' i v p : ~ ~ ~ , . . i l e r s c i t h e r e a d i n g c o m p r e h e n s i o n

q ~ e c t l a n s a r e : i v e n w i t h a n o r d e r t o a n s w e r t h e q u e s t i o n . : . 1; nuiiibers o f v s c a o u l a r y q u e s t . i o n s a r e g i v e n .l r-, i z l ~ l - t ~ g L & c i ~ ~ i c ~ .

bout

t h e q u a l i t y of t h e t e s t s , t h e w r i t e r shows h i s t h i n k i n g a s f o l l o w s :

?he m u l t i p l e c h o i c e i t e m s i n t h e t e s t of t h e t h i r d y e a r s t u d e n t s h a s b e e n g i v e n i n a s h o r t d i a l o g u e s o

it

i s ~ : , o - c t conra!tirilc&tive -than TI!:- two o t h e r t e s t s .

A L L o f ttle reading c o n i p r e h e n s i o n t e s t s a r e g i v e n

t r a u i t i o n a l l y by u s i n g q u e s t i o n word q u e s t i o n and y e s / n o q ~ i s s c i : ~ n whicki t h e a n s w e r a r e s t a t e d i n t h e p a s s a g e s .

.:hi. n~imbel :.)I tile r e a d i n g c o n i p r e h e n s i o n t e s t seems

t h e s m a l l e s t . A c t ~ a 1 l . y i t i s n o t enough t o t e s t t h e

m a s t e r i n g of t h e r e a d i n g p a s s a g e o n l y i n

5

numbers. If

i t

i s p o s s i b l e , why i t i s n o t g i v e n in t h e same numbe.rs

among t h e tkiiee s k i l l .

he r e a d i n g p a s s a g e s do n o t r e f e r t o t h e o b j e c t i v e

of ti3.e s c h o o l which f ' o c u s t h e e c o n o m i c a l p r o b l e m s . We c a n s e e t h e t i t l e s of t h e t e r t l i k e ouri ism,

he

g i r ~ r 0 u n d U S ,

:.,

-

.ItliL ~ n ~ i i i;h [ j r i i v e r s a l Language, I n t h e w r i t e r 1 s o p i n i o n

t h e r e a d i n g p a s s a g e s a r e b e t t e r a b o u t R e t a i l s h o p ,

A Grocery s t o r e , o f f i c e s e r v i c e s o r o t h e r s .

he

r e a d i n g p a s s a g e a b o u t Tourism i s more s u i t a b l e a n d a p p r o p r i a t e t h a n t h e o t h e r two r e a d i n g p a s s a g e s f o r SMHA s t u d e n t s .

The wrj.+,er t h i n ~ s t h a t t h e r e a d i n g c o m p r e h e n s i o n i n t h e t e s t has more p r o b l e m s t h a n t h e s t r u c t u r e o r t h e

v o c a o u l a r y , ~ c ~ u a l i y , i t may :lot be happened s i n c e . .

9

c k ~ r i s t i n a B r a t t F a u l s t o n s t a t e d i n t h e book of ~ e a c h i n g E n g l i s h a s a Second Language: T e c h n i q u e s a n d p r o c e d u r e s

t h a t !!In s p i t e of t h e f a c t t h a t r e a d i n g i s t h e most i , ; i ; j o r t a n t s k i l l of a l l f o r most s t u d e n t s i n E n g l i s h tiu-augl-lout t h e w o r l d , i t i s a s k i l l t h a t h a s b e e n much : - ~ t g i t c t e d i r ~ t h e a u d i o - l i n g u a ? t r a d i t i o n o i l a n g u a g e t e a c h i n g . ' ! 11

?'he ~ b j e c t i v e o: t e a c h i n g a n d l e a r n i n g l a n g u a g e i r i I n d o n e s i a i s s t a t e d i n t h e c u r r i c u l u r n 1984

as

f o l l o w s :

n . . . s o

46

h o u r s i n o n e s e m e s t e r a r e d e v i d e d a s f o l l o w s :

16 h o u r s f o r s t r u c t u r e , 2 b h o u r s f o r r e a d i n g a n d v o c a b u i a r y , 4 h o u r s f o r d i a l o g u e . l ! 1 2

F r O n i t h e o b j e c t i v e of t h e c u r r i c u l u m 1984, we c a n s e e t h a t t h e I n d o n e s i a n government r e a l i z e s t h a t t h e r e a d i n g c o m p r e h e n s i o n s k i l l i s t h e most i m p o r t a n t . g u t why t h e t e s t which i s made by t h e government seems veFy p o o r e i t h e r i n t e r r r ~ s o f t h e q u a l i t y o r i n t e r m s o f t h e q u a n t i t y of t h e t e s t s .

/ I

p a u l s t o r i , op. c i t , p

157

' Z ~ u r l ~ u l u m SMTA 1984, P e t u n j u k P e l a k s a n a a n

Thinking about t h e communicative competence

a p p r o a c h t h a t i s s u g g e s t e d a s a n a p p r o a c h t o be u s e d i n p r e s e n t i n g t h e t e a c h i n g l e a r n i n g p r o c e s s , i t l o o k s

u n a p p r o p , r i a t e t o make t h e k i n d of t e s t .

~ C t ~ a l l y , t h e t e s t n u s t be d e a l e d w i t h t h e

c o r r ~ n ~ u n ~ c a t l v e competence approach. In t h e t e s t of t h e t h l r d

year

s t u d e ~ ~ t s h a s Pee3 g i v e n I n c o n t e x t , P u t n o t i n t h e

, I t h e r t w o t e s t s .

xhe r e a d i n g p a s s a g e i n t h e t e a t f o r t h e f i r s t y e a r s t u d e n t s h a s been s u i t a b l e w i t h t h e s t u d e n t s need, b u t

nox i n ~ h c 9 z n e r two t e s t s .

r h e words which a r e used i n t h e t e s t s do n o t

s u p p o r t t h e f u n c t i o n o f l a n g u a g e tha* must be m a s t e r e d by t h e s t u d e n t s . 1t i s u s e l e s s f o r sMEA s t u d e n t s t o be g i v e n a r e a d i n g p a s s a g e w l t h t n e t i t l e t s ~ h e

~ i r

round

u s u *

S i n c e t h e r e a d i n g comprehension t e s t h a s many

problems, t h e w r i t e r t r i e s t o p r e s e n t a s u g g e s t e d r e a d i n g

enklish t e s t for biql,A s t u a e n t base on t h e communicative

1.2 S t a t e m e n t of t h e problem

In t e s t i n g t h e s t u d e n t s , a l l ~ n g l i s h t e a c h e l

i n

l n d o n e s i a s h o u l d be aware t h a t t h e t e s t must be a b l e t o measure s t u d e n t s ' communicative competence. The problem posed i n t h i s p a p e r i s : How i s t n e communicative

cornpe terlce _{a p p r o a c h a p p l i e d i n Lne c o n s t r u c t i o n of} ~ n g i - ~ s i ~ r e a a l n b t e s t i t e m s f o r sMEA StudentS'l

T h i s p a p e r aims t o s u g g e s t a d i f f e r e n t k i n d o f t e s t i n g which i s deemed of improving s t u d e n t s '

I

CcjIr~rounlcatlon siclll.

1.3 The o b j e c t i v e of t h e s t u d y

~ h l s s t u d y i s made on t h e b a s i s 01 t h e f o l l o w i n g o ~ j e c t i v e s : F i r s t , tr> s u g g e s t a n E n g l i s h r e a d i n g t e s t

iur d m , ~ s t u d e n t s on t h e b a s i s of t h e communicative competence approach. Second, t o c o n t r i b u t e a k i n d of

t e s t l n g which i s Dased on t h e communicative competence ~ p g r o a c h ,

1.4 The L i g n i f i c a n c e of t h e s t u d y

w r i t e r hopes t h a t t h i s s t u d y c a n :

4.1. h e l p E n g l i s h t e a c h e r s i n ~ n d o n e s i a aware of t h e ~ i n d o f t e s t t h a t s h o u l d be made.

4.2. h e l p E n g l i s h t e a c h e r s i n ~ n d o n e s i a i n making a t e s t

b a s e d on t h e communicative competence approach.

4.3

h e l p t h e s , t u d e n t s t o be a b l e t o communicate b e t t e r .

4.4. encourage E n g l i s h t e a c h e r s i n I n d o n e s i a t o be

c r e a t i v e and i n n o v a t i v e i n making a t e s t t h a t can

i r e a l l y measure t h e s t u d e n t s ' s k i l l . .

1.5

scope and L i . m i t a t i o n

The w r i t e r f i n d s t h a t

i t

i s n e c e s s a r y t o l i m i t t h e scope o f t h i s s t u d y .

s i n c e i t w i l l o n l y c o n c e r n w i t h t h e t e s t a t t h e

SMEA, i t i s i m p o r t a n t t o b e a r i n mind t h a t t h e s t u d e n t s have m a s t e r e d t h e P a s i c grammer and v o c a b u l a r i e s which a r e needed i n d i a l o g u e s , s i n c e t h e y have g o t t h e s e

t h i n g s a t

the

SWTP.

h e a l i z i n g t h a t r e a d i n g i s t h e most i m p o r t a n t

skiil f o r t h e s t u d e n t s , t h e t e s t

that

w i l l

be

s u g g e s t e d

7

h e r t i s o n l y a b o u t r e a d i n g . The o t h e r s k i l l s u c h a s

~ l h e r e a r e many k i n d s of SMTA i n I n d o n e s i a , b u t a e a l i n g w i t h t h e s c h o o l where t h e w r i t e r

i s

t e a c h i n g now,

t h e w r i t e r w i l l o n l y t h i n k a b o u t t h e t e s t t h a t i s g i v e n

f o r SMEA ( a n economical v o c a t i o n a l h i g h s c h o o l )

s t u d e n t s as t h e example. The w r i t e r t h i n k s t h i s because

nt.

c a n t r y o u t and a n a l y z e t h e t k s t more e a s i l y . ~ e s i d e s , che w r i t e r wants t o a p p l y the k i n d o i t e s t i n h i s s c h o o l n e x t time.

1.6 D e f i n i t i o n of Key Terms *

xhe d e f i n i t i o n of t h e t e r m s used i n t h i s t h e s i s a r e g l v e n below :

i . 6 , 1 T e s t

11 A sample o f b e h a v i o w ; on t h e b a s i s of o b s e r v e d

performances 3.re made about t h e more g e n e r a l u n d e r l y i n g

competence of

an

i n d i v i d u a l t o perform s i m i l a r o r r e l a t e d

t a s k s . 13

I:

1.6.2 Communicative Competence.

n F u n c t i o n a l language p r o f i c i e n c y ; t h e e x p r e s s i o n ,

" -