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OF ‘a eonepeaineosyteti, erotes, teats H Apersuon, Necoe Steer eeu, so isserensofpanoesotes Oreags Tesem 19-4 nh mine speach ena erent in ant fo lem the at baling os ‘tending thei owl and experiences tess om ea on evn themes and by singe some hots meses ed [nto met th isan eects the sates soa ive ably deelped tough ha malement a serge ‘nfl, elt, worhvhl and eta tas the cel cae Sen of which prods scion an incrsm tn sehen sewcmamisig nie tac spas he dept and acura er the purposes of etciveconmmuniee Fae, eh nde ming an Src me a ‘Thisaproch i eetd seinen inthe ren mb fy ane ‘aks wiih a anand amend cori of mean ek ihe athe eae sh eae wd inthe agen ew ie inspiration fom publstions uch athe inten esd ee estos he Coun of Erp. Sa an estat he ‘These hve Sen sumaried by mm Ek nek Ste hs aby (0 lint competes. “koowledge of vocal ‘of certain structural rules through whi ey os preand a ine ‘meaningful utterances"; eae ars Be (© sowie compeece, Le the silty ge, ity 10 ae a intr ane ‘moat wat shen coe em ‘cine he cole of gage) et FUTON — de (0 dace compen ie iyo pce ad sche cle (6) sue compte eh any “owe vero ae a ig enn come res n the i Knowl a So (6) soorulural competence, Lea conain are of faiaty withthe ‘ocioeutral content in which the langue swe (sca competence Le. the deste ud si-confidence Wo nt with fathers aswell ws “empathy an the aby to hae soci stations (Fs cchone xe Communication inthe Modem Lanatage Clie room. ~ Counel oF Europe, 1996) Texem 285 “Asa general objective Threshold Level 1990 doesnot specify ea- ter forthe ness of those who wil ave to we the freien Inge pt ‘eully for pofsional puposs. Yet, in using Egli for poesonal ‘purposes, no les than fr any other purpose, pele wl veto be able {ask questions and wo provide information, toe opinions, evs re rece, anid 0 exrest ther, to refer to pas, present and fate eens express easns ty and conditions unde which something may come to gts and to undersand ethers dings. As, they wil have 10 be f= ‘ilar nth cern social conventions and common astmpionslaeent in manners of expresion inthe English language, and they will eed 0 be aware of hom cultural difeences maybe rected in communtatve behaviour. And then, of course, they wl also need experience in coping ten the Ineviable occurence of stations, whlch oxerax the sie ‘Sesodlo-cutual resourses element of communicative aby — nd many more — ae included in Theshold Level 1990 Coley, ‘ey consitote th genera asc abi note view, hs aby seq byall hose who wish couse English witha cenain measure of confidence ‘a range of normal” communication stubons, Len sitions for ihc is ever posble to pede eal what one wl need oe ale {orsy orto write and what one wl be equ to undead, “hresld Level 1980 hh Jere of fern Mealy. How his ‘exbiliy ft be exploued, depends 4 huge extent on the eduetional context n which the earng ofthe foreign langage aks place aed the fects tha his eens mesnt to produc. Forte earning of foreign language i an educational experinge which may benef the lemme fever ifrege mays (Ha oonone wireprano® Ge Ss Han van Toorenburg “Curiealim Development nd Methodology of Ergish as a Forel Language” a pece-cursandxo cepa Moscow, 192) Sanam 2. Cocranie eoccapi 1a S10 Tepwnvon,neoScay, a ur soma, a odcyagennm npogeccnotanux sonpocon, exnat us cogpenenuan Howat eset W caxepaain ooyoNin HL Sua 3. Ontakowbrecs © npnepniun sonDocehi kssNenaAnOH ux Cheron ne Tee I oapobe eracrs a Hk, NanayKee Ned ‘oxen hotanut. 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Paagsnuses a Fpyons no 3°5 sexonex w npoeworpTe oat vonepesicscnic ine naacoypoxon eypea Relton on Learning ad Techn Orpen ea yoo poe phe ath + wweior eT seunoaye Hanpantewoen; opsupyer onpeatieniateRowyacaruanie yeu 8 yerHOR ‘eoenvot pe 1+ Stocaferser nova yenusores eouroKyTypNAN o » 4 manager of easioom ats 3 etator of eroings = 3 eoparicpunt in the learning proces = S esotter = E atvatorimulator = inavieran expen, = bn encourage 4 provider of feedback on learner’ attmpts at communication; = 2 Compton spaate of the age ange, = 4 pod iene, = Mabserer/monitor = aTeearher, = & pater person Desc 07 “This view ofthe clascoom makes many demands onthe teacher. He or she needs tobe avate ofthe principe and Key concepts, which under- He tis aproath soa to ensure coherence in sor het Nore. Te com- ‘munlcathe teacher sfves continuous to Fea and improve. This = ‘ies opennes: ad Meaty, a wilingress to Kee informed, to atiend ‘mocksiops, to listen to collages, to share experiences (not only inthe Satroom but abo by visting each ates clsoom) and mead to take some rik. The communicave teacher paem dees tn clase thing do nec always work out as panned auicues (one's own aswell as those of callagus) change very Sho) abd isitaonal consalnis may se cen problems. Perhaps a key role for leachers so coramuniate ti sn suppor eachother No one hea monopoly of knowledge Ook Pxtene and ang ad shang” is as inpertan among colleges 2 Song eames "Thee i one futher unaeidable implication, which must be emp sx, vious though es. An approoch based on he bel tha eran 2languoge ig ahleved by using to communicate moans hat nels the teacher mast be sling and abe to commana wel he target Lae bange Where a teacher fel nscare inte tre lingua, he oF she ‘Mt be Relped 1 develop the condence to use the lngiage i less, £9 {ake ts jst as te lamer expt fo do (ato ‘leat hs of het tun eon), le resolving to aval whatever opportunites preset therttis to improve hs or her proficiency inthe Ign Tose 0 Agpropite elasroorn materials can contribute greatly to the quality of earning experenee, Some eeria which may be hep whe choos “ng moter re diseased In various sens this document. Aecoed- Ing ony few iroduciory question are ted below: ren es