The introduction of communicative competence as the goal of second
and for eign language teaching has led to recognition of the role
of context in language learning and use. As communicative
competence is defined by the social and cultural contexts in which
it is used, no single communicative competence can serve as the
goal and model for all learners. This recognition has had an impact
on program design and materials development. One significant change
is that the choice of a teaching method is no longer the primary
concern. Instead, the first step for the program designer is
becoming familiar with the social and cultural features of the
context of the language being taught. This includes a consideration
of the uses speakers make of the language, their reasons for using
it, and their attitudes toward it. Contexts of Competence: Social
and Cultural Considerations in Commu nicative Language Teaching
explores the relationship between context and com petence from a
theoretical and practical perspective. Its audience is applied
linguists in general and language teaching practitioners in
particular. The overall aim of its five chapters is to provide a
framework for consideration of various contexts of language
learning and use and to guide the implementation and development of
models of communicative language teaching that are responsive to
the context-specific needs of learners."
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