Sociolinguistics and the Language Teacher. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 12.

Autor/in	Neustupny, J. V.
Institution	Linguistic Society of Australia.
Titel	Sociolinguistics and the Language Teacher. Linguistic Communications: Working Papers of the Linguistic Society of Australia, No. 12.
Quelle	(1974), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Applied Linguistics; Communicative Competence (Languages); Cultural Awareness; Language Acquisition; Language Instruction; Language Teachers; Language Usage; Language Variation; Linguistic Competence; Linguistic Theory; Second Language Learning; Sociolinguistics + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Cultural identity; Kulturelle Identität; Sprachaneignung; Spracherwerb; Language teacher; Sprachunterricht; Sprachgebrauch; Sprachenvielfalt; Sprachkompetenz; Linguistische Theorie; Zweitsprachenerwerb; Soziolinguistik
Abstract	Prior to the development of modern sociolinguistics the immediate contribution of linguistics to society as a whole was negligible. Without the further development of sociolinguistics, the situation will not change radically. In order to arrive at a more useful system of linguistics, linguists must realize that this situation does not result simply from the unwillingness of the non-linguist to accept the fruits of their work but has its roots in the character and development of modern linguistics itself. Sociolinguistics can be characterized as having three stages: the language and society approach, the language variation approach, and the communicative competence approach. The last-named approach as a new discipline can be expected to contribute greatly to foreign language instruction, especially in: (1) defining the nature of language teaching; (2) defining the foreign language use situation; and (3) providing a general model of communication and making the language teacher aware of the necessity of teaching communicative competence. (AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01