Communicative Competence in English: Teaching about Functions.

Autor/in	Kitao, S. Kathleen
Titel	Communicative Competence in English: Teaching about Functions.
Quelle	44 (1993) 1, S.148-65 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Communicative Competence (Languages); Contrastive Linguistics; Cultural Traits; Dialogs (Language); Educational Strategies; English (Second Language); Foreign Countries; Interference (Language); Role Playing; Second Language Instruction; Sociolinguistics + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Linguistics; Kontrastive Linguistik; Dialog; Dialogs; Dialogue; Dialogues; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Rollenspiel; Fremdsprachenunterricht; Soziolinguistik
Abstract	A discussion of teaching English as a Second Language (ESL) focuses on principles and techniques for the development of one form of communicative competence, i.e., sociolinguistic competence. First, the concept of sociolinguistic competence is explained, drawing on research in this area. Sources of problems in development of second language sociolinguistic competence, particularly for Japanese students of ESL, are then discussed. These problems include: transfer of sociocultural patterns from Japanese to English; lack of linguistic control, especially for less direct expressions important to politeness in English (e.g., "I wonder if you would..."); stereotypes about English speakers' directness as it relates to politeness; and lack of explicit presentation of politeness issues in textbooks. Several techniques for teaching appropriate use of language for different functions are presented, including use of parallel expressions in Japanese and English, contrasting Japanese and English realizations of the same function, and role playing that manipulates four situational factors influencing appropriate use of expressions (interlocutors, place, time, and topic or activity). Contains 27 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC