Defensive Speech, or, Can We Use Speech Acts in Language Education?

Autor/in	Mey, Jacob
Titel	Defensive Speech, or, Can We Use Speech Acts in Language Education?
Quelle	(1980), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Classroom Communication; Communication (Thought Transfer); Cultural Context; Educational Strategies; Immigrants; Intercultural Communication; Interpersonal Communication; Linguistic Theory; Pragmatics; Second Language Instruction; Speech Acts; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassengespräch; Communication; thought; Kommunikation; Gedanke; Lehrstrategie; Immigrant; Immigrantin; Immigranten; Interkulturelle Kommunikation; Interpersonale Kommunikation; Linguistische Theorie; Pragmalinguistik; Fremdsprachenunterricht; Sprechakt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Using a language effectively involves both expressing oneself and acting upon one's surroundings. Linguistic theory has focused on the study of speech acts, but speech activity is basically pragmatic, that is, the conversational context determines the individual speech acts and not the other way around. Theorizing about the speech act independent of the situation in which it occurs ignores certain essential aspects of language use, particularly manipulatory language use. Language teaching in schools is manipulatory in that the conversations undertaken are in the form of a language game, and choice (the choice of the next speaker, topic, length of contribution, and teaching materials, for example) is given primarily to the teacher. It is possible to take classroom conversations out of their pseudo-neutral context, which ignores the conversation's essential relationship to its external conditions, and expose the manipulatory aspect of speech acts. Some techniques for doing this are to teach learners to thwart or counter the manipulatory intentions of the counterpart in conversation by using the same techniques in reverse, a kind of counter-manipulation. Students can be taught to answer questions with a counter-question or to give an evasive answer. This technique can be especially helpful to immigrants who may need to defend themselves against prying officials and news-seekers. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01