The Applied Linguistics of Pedagogic Dialogues  

Oleh:

James, Carl

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 20 no. 1 (Jul. 1970), page 45-54.
Fulltext: 20_01_James.pdf (608.41KB)

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Perpustakaan PKBB Nomor Panggil: 405/LLE/20 Non-tandon: tidak ada Tandon: 1

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The tenets of audiolingualism are being challenged by those who subscribe to the cognitive-centered views of language-learn- ing implicit in Transformational-Generative Grammar. The pro- posed move is from a teacher-centered to a learner-centered methodology, owing to the belief that the learner will acquire the L2 on condition that he is exposed to many representative in- stances thereof. The dialogue has been proposed as a medium for such exposure. Its function, it is claimed, is to teach the use rather than the fom of sentences. This paper questions the necessity for teaching language-use, on the ground that possession of an L1 is evidence of the learner’s knowledge of language-use. It is then demonstrated that the dialogue has a long history in L2 pedagogy, so that the current proposals are not innovative. The author goes on to suggest possible definitions, linguistic and psy- chological, of the dialogue, and concludes that a course writer attempting to produce useful pedagogic dialogues cannot avoid the issue offom even if his dialogues are primarily intended to demonstrate use: the form-use dichotomy is a specious one. An appendix illustrates the argument.

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