Towards universals of content in the foreign language curriculum: A cognitive - anthropological approach  

Oleh:

Neuner, Gerhard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 1 no. 1 (1988), page 33-52.
Fulltext: 1.1.33-52.pdf (1.12MB)

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

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The paper examines some assumptions of the communicative approach to foreign language teaching. A cognitive-anthropological viewpoint is adopted, and is contrasted with the functional viewpoint, also associated with the communicative approach. The primacy of comprehension over action is argued. The learner will generally be reluctant to respond to the foreign language, whether in real life or in a text. without arriving first at an adequate model of the foreigner's beliefs and intentions. Attempts to bypass cognitive modelling in order to teach functional responses earlier are likely to be counter-productive in the case of young learners in a classroom setting. They are often more concerned to understand young speakers of the foreign language as people. similar to themselves in some ways and different in others, than they are to learn the communicative significance of the various utterances they make. The paper argues that in spite of the large differences between the views of human nature promoted by foreign language syllabi in different countries at different times, there is also a core of shared content to be seen in them, corresponding closely to the universals of human experience proposed by anthropologists. The need for an adequate taxonomy of content in foreign language courses and an associated pedagogy of text-types is argued.

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