Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)

Budai, László: Some Basic Assumptions Underlying Foreign Language Teaching Strategies

- 94 the student's communicative competence. Thus situational and notional-functional approaches would be included; structural syllabuses and grammar-translation methods automatically excluded" (Murray 1984: 135). Although theorists had begun to offer the language teaching profession the notion 'communicative competence' based on linguistic and sociolinguistic insights, methodologists were tardy in formulating the new strategy. The eventual shift in focus from the teaching of linguistic competence to communicative competence was facilitated by Wilkins' (1976) notional-functional syllabus and Munby's work (1978) dealing wi th the learner-centred aspect of the Communicative Approach (Murry 1904). In one of the major publications of the Council of Europe Modern Language Projec

t (1980), we are provided with the outline of the necessary components of a communicative syllabus in, which there is primary concern for: 1. the learning objective

s defined in terms of behaviou

r Ohe aim of learning is always to enable the learner to do something which he could not do at the beginning of the learning process.); 2. the situation

s specified in terms of roles, settings, and topics (the situations in which the learner will need the foreign language)

; 3. the socially and psychologically defined role

s a language-user will have to play; 4. the setting

s in which the learner will have to play the roles; 5. the topic

s the learner will have to deal with; 6. the language activitie

s in which the learner will participate; 7. the language function

s the learner will have to fulfil; 8. the general and specific (topic-related) notion

s which the learner will have to be able to handle (The learner will need the ability to refer to entities - things, people, ideas, states, actions, events, etc. - , to properties and qualities of entities, and to relations between entities. The notions are largely determined by the topics, though notions of properties and gualities, and those of relations, are used more generally.); 9. the language form

s (words, phrases, and structures) the learner will have to be able to use in order to do all that has been