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Performance Objectives in the Teaching of Foreign Languages
Author(s) -
Steiner Florence
Publication year - 1970
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1970.tb01305.x
Subject(s) - curriculum , active listening , set (abstract data type) , mathematics education , relevance (law) , statement (logic) , foreign language , computer science , resource (disambiguation) , pedagogy , psychology , linguistics , political science , programming language , computer network , communication , law , philosophy
This article poses four basic questions and seeks answers to them: (1) What is a performance objective? a purpose? a performance criterion? (2) Why should we teach by means of a performance curriculum? (3) How can we set up performance objectives and performance criteria for teaching language? (4) How can the performance curriculum be implemented in the classroom? The performance objective is a statement of student achievement written in terms of what the student can do. Reasons for teaching a performance curriculum are societal concerns, relevance, quality teaching, economy, and emphasis on learning to learn. Ways of constructing performance objectives and criteria for the teaching of language emerge. One way of implementing performance objectives is to proceed in a lockstep fashion; and resource centers, library listening posts, and language laboratories are important adjuncts, but the teacher can implement this curriculum in the traditional classroom.