A Functional Syllabus for Post-Intermediate E.S.L. in Papua New Guinea.

Autor/in	Barnett, Jenny
Titel	A Functional Syllabus for Post-Intermediate E.S.L. in Papua New Guinea.
Quelle	In: Australian Review of Applied Linguistics, 1 (1977) 1, S.10-9 (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Educational Objectives; English (Second Language); Language Guides; Language Role; Language Usage; Program Descriptions; Psycholinguistics; Second Language Learning; Secondary Education; Sociolinguistics; Student Needs; Teaching Methods; Papua New Guinea + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Psycholinguistik; Zweitsprachenerwerb; Sekundarbereich; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Papua-New Guinea; Papua-Neuguinea
Abstract	A functional syllabus for post-intermediate study of English as a second language (ESL) that was developed for the provincial high schools in Papua New Guinea is described. The framework necessary to analyze student needs and define learning objectives is based on languages uses. A "language use" is a semantic unit identifying the language user's immediate intended purpose in discourse. These communicative purposes are either primarily seeking to control behavior or primarily seeking to inform. Every language use is characterized by particular categories of accompanying referential meaning. These concepts may be (1) essentially subjective, requiring evaluation; (2) objective, involving data; or (3) logical, showing relationships between ideas. Language use as a framework relates communicative meaning and referential meaning and allows also for social and personal meanings. A single language use can be expressed in small or large units of discourse, including a discourse, an event, a development, a move, or an act. Breaking language use into units helps to analyze student needs, provides a framework for learning activities, and suggests meaningful situations of practice. Development of the syllabus and training of teachers are discussed. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC