Interpretive Strategies: Their Role in the 71 Pragmatics of Interaction in the ELT Classroom  

Oleh:

Datta, Chitra

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 17 no. 2 (Dec. 1986), page 71-80.
Topik: Interpretive Strategies
Fulltext: RELC 1986,VOL.17,NO.2 hal 71-80.pdf (500.34KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/17 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The question broadly addressed in this paper is concerned with the probable impact that the multilingual socio-cultural background in India may have on the verbal behaviour of initial level learners in the ELT classroom. A multilingual situation is defined as one in which a second language (L2) is used/taught/learnt in the absence of a native-speaker model of the language (Bickerton 1981). This is the situation prevailing in India with regard to English. However, due to prolonged contact between English and the Indian vernacular languages, certain common conventions for the use of English, such as borrowing, code-mixing and code-switching have developed in all the Indian vernacular language communities in India.

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