Can Cultural Scripts Be Used for Teaching Interactional Norms?

Autor/in	Sadow, Lauren
Titel	Can Cultural Scripts Be Used for Teaching Interactional Norms?
Quelle	In: Australian Review of Applied Linguistics, 41 (2018) 1, S.91-116 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Semantics; English (Second Language); Second Language Instruction; Second Language Learning; Teaching Methods; Interaction; Norms; Pragmatics; Migrant Education; Cultural Context; Foreign Countries; Communicative Competence (Languages); Australia + Suchen Sie Ihr Suchwort? Semantik; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Normwert; Pragmalinguistik; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Australien
Abstract	Improving the teaching of invisible culture is a recognised need in the TESOL sector. While there are both scholars calling for a more nuanced focus in classrooms, and teachers willing to take this approach, there has yet been no systematic approach developed for its teaching. This paper attempts to bridge the gap between theory and pedagogical need by proposing that the Natural Semantic Metalanguage (NSM) is a useful tool in ELT through which resources for teachers and learners can be developed. In particular, it will discuss the results of a pilot study into using cultural scripts to teach cultural norms, demonstrate how they can be applied to classroom teaching situations, and discuss how materials can be developed from the theories. (As Provided).
Anmerkungen	John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01