Analyse textuelle et objectifs didactiques (Textual Analysis and Instructional Objectives).

Autor/in	Moirand, Sophie
Institution	Autonomous Metropolitan Univ., Mexico City (Mexico).
Titel	Analyse textuelle et objectifs didactiques (Textual Analysis and Instructional Objectives).
Quelle	In: Languages for Special Purposes, (1978) 5, S.25-56 (32 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch; spanisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Analytical Criticism; Comprehension; Critical Reading; Discourse Analysis; Educational Objectives; Grammar; Higher Education; Intellectual Development; Languages for Special Purposes; Reading Comprehension; Reading Skills; Syntax; Teaching Methods; Textual Criticism; Vocabulary + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Verstehen; Verständnis; Kritisches Lesen; Diskursanalyse; Educational objective; Bildungsziel; Erziehungsziel; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental development; Geistige Entwicklung; Sprachhandlungsfähigkeit; Leseverstehen; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz
Abstract	Regardless of the way in which one chooses authentic texts for a course in reading a language for special purposes, at one time or another, one is confronted with the problem of textual analysis. The analysis has to be done in view of the course objectives. A pre-instructional analysis allows the instructor to work out teaching strategies which will gradually enable the learner to choose the linguistic markers capable of generating hypotheses, and to recognize the markers that may be useful for testing the hypotheses. Such an analysis is based on various methods of discourse analysis and like these is in a state of flux. The steps used in the analysis of texts for a course on the French economy are outlined: (1) examine the document from several linguistic angles in view of the functional objectives of the course; (2) diversify the techniques of analysis in order to follow the line of thought in the document and to train the learner to use linguistic models of textual organization; (3) indicate evidence of subjectivity in the text; (4) study the terms relevant to the speciality in question; (5) pick out words in thought groups that belong to the speciality and that are closely linked to the structural frame of reference; and (6) ask who is writing, for whom, and what the objectives are. In conclusion, some of the limitations of the pre-instructional analysis are described. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01