Abstract
This article presents and discusses the findings of a research study on the issue of L1 communicative-textual competence (CTC). More specifically it examines the L1 CTC of 10–12-year-old Greek elementary school students, before and after the use of alternative communicative-text-oriented teaching material versus traditional language materials currently used in the schools. The CTC of the students was examined using a version of the test published by the French Ministry of Education revised and adapted to the Greek language and educational context. Analysis of the pre- and post-intervention data suggests that using appropriately designed communicative-text-oriented teaching materials can increase Greek school students’ level of written L1 CTC.
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