Second Language Learning Objectives.

Autor/in	Massey, D. Anthony
Titel	Second Language Learning Objectives.
Quelle	In: Alberta Modern Language Journal, 17 (1978) 2, S.6-25 (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Tagungsbericht; Communication (Thought Transfer); Communicative Competence (Languages); Cultural Context; Educational Objectives; Grammar; Higher Education; Language Instruction; Linguistic Theory; Psycholinguistics; Second Language Learning; Secondary Education; Semantics; Sociolinguistics; Speech Communication; Syntax; Teaching Methods + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational objective; Bildungsziel; Erziehungsziel; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Linguistische Theorie; Psycholinguistik; Zweitsprachenerwerb; Sekundarbereich; Semantik; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The primary objective of foreign language learning, social communication, requires that experiences be simulated in the classroom. Before such simulations can be constructed, the teacher has to know what is involved when people communicate, in other words, the nature of the language act. This paper analyzes the situational, syntactical, and semantic components of a language act, based particularly on research by Papo Ferenczi and D.A. Wilkins. The situational components discussed are both sociocultural and psycholinguistic. The sociocultural elements (location, time, sequence of events, means of communication used, reference, status, degree of acquaintance, and needs) are more predictable by the participants than are the psycholinguistic elements (likely beneficiary, affective involvement and reciprocal roles). On the other hand, the psycholinguistic elements permit a greater imposition of the personality of the speaker. Because participants are not entirely at the mercy of the situation, they can often choose lexical and grammatical forms in terms of their own aims and the topics or "notions" they wish to speak or write about. The meaning that can be conveyed in the uttering of a sentence is analyzed under three categories: ideational, modal and communicative. An explanation of these types includes applications to possible situations in a foreign language class. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01