Modifylng First-Year Textbook Dialogues along a Hymesian Model of Meaning: A Theory of In-Depth Language Processing for the L2 Classroom  

Oleh:

Rings, Lana

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 33 no. 2 (2000), page 181-188.
Fulltext: 33_02_Rings.pdf (847.83KB)

Isi artikel

Many variables beyond words and grammar alone determine our understanding of speech events, or language in a given context. Speakers’ “scripts” (established patterns of discourse) and “world” knowlege (the often culture-specific understanding of verbal and nonverbal constructs) are important features of any meaningful exchange of discourse. This article contends that foreign language learners will produce a higher level of language if they are made aware of - and given the opportunity to manipulate - such extralinguistic variables with regard to the texts they study. Whenever possible, teaching materials (e.g., textbook dialogues, autotaped or videotaped texts) should include the context-based information necessary for higher-level language processing. The author also describes a “stop-gap” teaching strategy by which students imagine and describe the full import of “decontextualized” examples of the foreign language. Finally, a tentative model for research on context-based language learning is presented.

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