Assessing Sociolinguistic Elements for Inclusion in Second Language Courses.

Autor/in	Dubin, Fraida
Titel	Assessing Sociolinguistic Elements for Inclusion in Second Language Courses.
Quelle	(1978), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Applied Linguistics; Communication Skills; Communicative Competence (Languages); Cross Cultural Studies; Cultural Context; Cultural Influences; English (Second Language); Language Instruction; Nonverbal Communication; Pragmatics; Second Language Learning; Social Behavior; Social Influences; Sociolinguistics + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Non-verbal communication; Nonverbale Kommunikation; Pragmalinguistik; Zweitsprachenerwerb; Social behaviour; Soziales Verhalten; Sozialer Einfluss; Soziolinguistik
Abstract	Considerations for communicative competence instruction in second language courses are largely undefined as to exactly what topics of appropriate behavior or rules of social interaction should be included. Sociolinguistics can provide second language teachers with an abundance of analytical material regarding the underlying cultural implications of interaction in English. Following such a recommendation, an ongoing project at the American Language Institute of the University of Southern California utilized an observational and self-assessment questionnaire given to both international students and Americans to test for sociolinguistic needs in acquiring communicative competence. It was found that: (1) both groups replied very similarly with respect to their ability to use appropriate English for interacting in particular social situations, but perhaps for different culture-bound reasons; (2) Americans could not accurately predict how international students would judge themselves; and (3) Americans' subjective evaluations of the international students' classroom performances in role-plays were more critical than those students' self-assessments, perhaps because each group viewed the situations through different culture-bound filters. It is suggested that the questionnaires be designed to explain why students respond as they do (for example, is the interaction rude, funny, or impolite?). Further development of role-plays, sensitizing exercises, and other classroom strategies might give students more sociolinguistic-oriented information about the language they are practicing. The questionnaire used is appended. (MHP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01