Linguistic Theory Applied to the Teaching of "Standard English" to Speakers of Other Dialects.

Autor/in	Wright, James R.
Titel	Linguistic Theory Applied to the Teaching of "Standard English" to Speakers of Other Dialects.
Quelle	(1976), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Applied Linguistics; Black Dialects; Contrastive Linguistics; Interference (Language); Language Instruction; Language Variation; Linguistic Theory; Nonstandard Dialects; Phonology; Pragmatics; Regional Dialects; Second Language Learning; Social Dialects; Sociolinguistics; Standard Spoken Usage; Teaching Methods; Transfer of Training + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Kontrastive Linguistik; Sprachenvielfalt; Linguistische Theorie; Fonologie; Pragmalinguistik; Regionalsprache; Zweitsprachenerwerb; Soziolinguistik; Gesprochene Sprache; Umgangssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung
Abstract	The linguistic theory of contrastive analysis, which provides pragmatic insights into the teaching of foreign languages, can be equally successful when applied to the teaching of one dialect of a language to speakers of its other dialects. This paper briefly illustrates how a theoretically constructed hierarchy of difficulty, originally designed for the systematic sequencing of teaching materials covering major problem areas confronting the speaker of English attempting to master the linguistic system of Spanish, may be adapted to the teaching of standard English to speakers of other English dialects. After a short explanation of the nature and structure of the hierarchy of difficulty, which is based upon the concept of learning transfer, a specific phonological example is presented for each of the various types of transfer. The paper concludes by briefly mentioning additional relevant considerations which serve to further adjust the theoretical hierarchy in order to achieve maximum practicality. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01