Context and Relevance Theory in Language Teaching An Exploratory Approach  

Oleh:

Wolf, Alain

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: IRAL: International Review of Applied Linguistics in Language Teaching vol. 37 no. 2 (May 1999), page 95-110.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/IRA/37 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

The notion of 'context' and the mechanisms by which the meaning of utterances is recovered by speakers and hearers should be given more importance in language teaching. This paper discusses aspects of 'context' from a relevance theoretic perspective and considers how this may lead to a better understanding of how language learners recover verbal input. One of the most difficult tasks for language teachers is to determine how the content of their lessons can achieve relevance for the students so as to provide them with enough comprehensible input whilst giving them the freedom to create their own contexts. This paper proposes that the way we define context affects (1) the relationship between knowledge of language and context and (2) the way speakers access assumption in everyday communication. In the first instance, I shall review a framework which bridges the gap between context and knowledge of language. In the second, I will show how the framework adopted here clarifies the notion of learner's uptake. More specifically, I will proposes three hypotheses about context from a relevance theoretic perspective which will form the basis of a textbook evaluation and related proposals about language instruction.

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