Interacting in social contexts as the starting point of a teaching unit Report as inadecuate




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Our philosophical background for this paper will be the conception of  language as an integral part of social life Hymes, 1971. As a result of this thought, language teaching whether the teaching of the mother tongue, a second language or a foreign language should be intimately related with affective factors and should be carried out in terms of language functions for social interaction.Our objective here is basically to illustrate how this conceptionof teaching can be put into practice both in courses of EFL andin ESP courses., Our philosophical background for this paper will be the conception of  language as an integral part of social life Hymes, 1971.  As a result of this thought, language teaching whether the teaching of the mother tongue, a second language or a foreign language should be intimately related with affective factors and should be carried out in terms of language functions for social interaction.Our objective here is basically to illustrate how this conceptionof teaching can be put into practice both in courses of EFL andin ESP courses.

Tipo de documento: Artículo - Article

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Palabras clave: foreign language, conception of teaching, courses





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Interacting In social contexts as the starting point of a teaching unit Profesora RUTH PAPPENHEIM Departamento Universidad de Lingtiistica Nacional de Colombia Our philosophical background for this paper will be the conception of language as an integral part of social life (Hymes, 1971). As a result of this thought, language teaching (whether the teaching of the mother tongue, a second language or a foreign language) should be intimately related with affective factors and should be carried out in terms of language functions for social interaction. Our objective here is basically to illustrate how this conception of teaching can be put into practice both in courses of EFL and in ESP courses. 1. GOALS If we consider that language is social and that it exists for social purposes, our teaching objectives - and therefore the contents of our teaching units cannot be centered around formal or structural aspects of the language to be taught.
A teaching unit should rather be constructed to develop a communicative competence that will permit the learner to interact in the foreign language within real communicative situations, using the language according to the social role he performs and to the social actions realized in a given setting, motivated by his communicative needs and intentions.
This does not mean that language structure is to be neglected. It is rather that it has become a means to a communicative aim and has ceased to be a teaching aim in itself. A course of English as a Foreign Language should therefore be designed having in mind that the learner will perform either the role of a foreigner within an English-speaking community or the INTERACTING IN SOCIAL CONTEXTS 89 one of a Spanish speaker (in our case) who interacts with an Eng~ish-speaking foreigner.
This leads us to determine teaching-learnmg goals that correspond to communicative needs of a foreizner who uses the.
language within a non-English-speaking commu~ity and hypothetically or potentiall...






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