Hostname: page-component-68945f75b7-qvshk Total loading time: 0 Render date: 2024-08-05T14:10:38.448Z Has data issue: false hasContentIssue false
  • English
  • Français

The Relationship Between Conceptual Level and Communicative Competence in French1

Published online by Cambridge University Press:  07 November 2008

Elaine K. Horwitz
Elaine K. Horwitz
Affiliation:
The University of Texas, Austin
Get access Rights & Permissions [Opens in a new window]

Extract

This study explored the relationship between conceptual level a social cognitive variable and second language communicative competence. Conceptual level indexes both cognitive complexity and interpersonal maturity which have been related to first language communicative abilities. The research hypotheses stated that conceptual level was related to the development of communicative competence while foreign language aptitude was related to linguistic competence (mastery of the structural components of a second language).

Conceptual level was found to be related to both communicative and linguistic competence(r = .54, p < .001;r = .48, p < .001)as was foreign language aptitude(r = .40, p < .01; r = .41, p < .01). However, foreign language aptitude was not found to be related to linguistic competence when conceptual level was statistically controlled (r = .20, p < .135). Conceptual level, on the other hand, was found to be related to communicative competence when foreign language aptitude was statistically controlled (r = .42, p < .01). Thus, conceptual level appears to be an important individual variable in second language learning.

Type
Research Notes
Information
Studies in Second Language Acquisition , Volume 5 , Issue 1 , Fall 1982 , pp. 65 - 73
Copyright
Copyright © Cambridge University Press 1982

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bartz, W.H. 1974. A study of the relationship of certain learner factors with the ability to communicate in a second language (German) for the development of measures of communicative competence. Unpublished Ph.D. Dissertation. The Ohio State University, Columbus.Google Scholar
Carroll, J.B. 1965. Modern language aptitude test, MLAT manual. New York: The Psychological Corporation.Google Scholar
Carroll, J.B., and Sapon, S.M.. 1959. Modern language aptitude test, MLAT manual. New York: The Psychological Corporation.Google Scholar
Delia, J.G. and O'Keefe, B.J.. 1979. Constructivism: The development of communication in children. Children communicating: Sage annual reviews of communication research. Volume 7, ed. by Wartella, E.. 159–185. Beverly Hills, California: Sage.Google Scholar
Gardner, R.C., and Lambert, W.E.. 1972. Attitudes and motivation in second-language learning. Rowley, Mass.: Newbury House Publishers.Google Scholar
Guiora, A.Z., Brannon, R.C.L., and Dull, C.Y.. 1972. Empathy and second language learning. Language Learning 22. 111–130.CrossRefGoogle Scholar
Harvey, O.J. 1967. Conceptual systems and attitude change. Attitude, ego-involvement, and change, ed. by Sherif, C.W. and Sherif, M., 201–210. New York: Wiley.Google Scholar
Harvey, O.J., Hunt, D.E., and Schroder, H.M.. 1961. Conceptual systems and personality organization. New York: Wiley.Google Scholar
Horwitz, E.K., and Horwitz, M.B.. 1977. Bridging individual differences: Empathy and communicative competence. Personalizing foreign language instruction: Learning styles and teaching options, ed. by Schulz, R.A., 109–118. Skokie, Ill.: National Textbook Company.Google Scholar
Hunt, D.E. 1971. Matching models in education: The coordination of teaching methods with student characteristics. Toronto, Canada: The Ontario Institute for Studies in Education.Google Scholar
Hunt, D.E., Butler, L.F., Noy, J.E., and Rosser, M.E.. 1978. Assessing conceptual level by the paragraph completion method. Toronto: The Ontario Institute for Studies in Education.Google Scholar
Naiman, N., Frölich, M., and Stern, H.H.. 1975. The Good language learner. Toronto: The Ontario Institute for Studies in Education.Google Scholar
Nie, N.H., Hull, C.H., Jenkins, J.G., Steinbrenner, K.L., and Bent, D.H.. 1975. Statistical package for the social sciences (SPSS), 2nd ed.New York: McGraw-Hill.Google Scholar
Pimsleur, P. 1967. Pimsleur French writing test: Level A, manual. New York: The Psychological Corporation.Google Scholar
Schroder, H.M. 1971. Conceptual complexity and personality organization. Personality theory and information processing, ed. by Schroder, H.M. and Suedfeld, P., 240–273. New York: Ronald.Google Scholar
Schroder, H.M., Driver, M.J., and Streufert, S., 1967. Human information processing. New York: Holt, Rinehart and Winston.Google Scholar
Valdman, A., Belasco, S., and Steiner, F.. 1972. Son et Sens, Level 1. Glenview, Ill.: Scott, Foresman and Company.Google Scholar