The Interplay of Code, Message and Context in the Acquisition of Portuguese Syntax.

Autor/inn/en	Almeida, Jose Carlos; Kliffer, Michael D.
Titel	The Interplay of Code, Message and Context in the Acquisition of Portuguese Syntax.
Quelle	(1983), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; portugiesisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Applied Linguistics; Audiolingual Methods; Grammar Translation Method; Higher Education; Linguistic Theory; Notional Functional Syllabi; Portuguese; Second Language Instruction; Semantics; Speech Acts; Structural Linguistics; Syntax; Teaching Methods; Transformational Generative Grammar; Verbs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Linguistics; Linguistik; Angewandte Linguistik; Grammatik-Übersetzungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Linguistische Theorie; Funktional-notionaler Ansatz; Portugiesischunterricht; Fremdsprachenunterricht; Semantik; Sprechakt; Teaching method; Lehrmethode; Unterrichtsmethode; Generative Grammar; Generative Grammatik
Abstract	The methodology reported in this paper argues for a synthesis of various theories and methods. First, a synopsis is given of the pedagogical and linguistic approaches that should underlie a successful attempt to teach the contrast in two verb tenses in Portuguese. Secondly, a contrast unique to Portuguese is examined and a multistage approach for teaching the contrast is suggested. The theories and approaches reviewed are: (1) Roman Jakobson's model of the speech event, a model that stresses the multifaceted nature of the speech event; (2) the notional-functional approach, which stresses the interaction of social context and grammatical form; (3) contributions of American linguistics, especially structuralism and Chomsky's generative theory; and (4) the audiolingual approach. The second part of the paper examines the preterite vs. the present perfect contrast and suggests a sequence for presenting these two tenses, based on the theories discussed. It is suggested that the tenses be taught first in isolation, then the contrast between them and finally the task of integrating the tenses into the overall tense system. Numerous examples are provided. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC