Communication's the Name of the Game. CATESOL Occasional Papers, No. 1, Fall, 1974.

Autor/in	Rutherford, William E.
Titel	Communication's the Name of the Game. CATESOL Occasional Papers, No. 1, Fall, 1974.
Quelle	(1973), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Applied Linguistics; Communication (Thought Transfer); English (Second Language); Language Instruction; Language Research; Language Teachers; Language Usage; Linguistic Performance; Linguistic Theory; Second Language Learning; Sociolinguistics; Speech Communication; Speech Habits; Teaching Methods; Verbal Communication + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Communication; thought; Kommunikation; Gedanke; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Language teacher; Sprachunterricht; Sprachgebrauch; Linguistische Theorie; Zweitsprachenerwerb; Soziolinguistik; Speech habit; Sprachgewohnheit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Most of what has been taught in the language classroom for a long while has been generally a reflection of the particular concept of language popular among linguistics at the time, but recently this trend has begun to break down. Recent texts are starting to be organized according to considerations besides linguistic criteria, for example, psychological and pedagogical criteria. We are becoming increasingly more aware that linguistics should not be viewed as the sole source of information about the nature of communication. That language study should not be the exclusive province of experts in one area of academic specialization is demonstrated with the example of "extra-sententials." These are various expressions used in verbal communication, such as "in all seriousness" and "to begin with," which have no grammatical connection to the sentence but refer instead to the locutionary expressions, to some aspect of the various kinds of speech acts. These expressions, considered in relation to a set of postulates that accompany speech acts, have three main functions: (1) a neutral verbalization of the postulate, (2) raising the possibility of doubt as to whether the postulate is being adhered to, and (3) rectifying a violation of a conversational postulate. Extra-sententials, then, are tools for communication, and some way should be devised to include them in language instruction. More attention should be given in language teaching to the communication situation, that is, to the perceptions and intentions of the participants. (CLK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC