Premium
Modifying First‐Year Textbook Dialogues along a Hymesian Model of Meaning: A Theory of In‐Depth Language Processing for the L2 Classroom
Author(s) -
Rings Lana
Publication year - 2000
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2000.tb00910.x
Subject(s) - linguistics , scripting language , context (archaeology) , meaning (existential) , grammar , foreign language , nonverbal communication , psychology , language education , computer science , mathematics education , communication , psychotherapist , biology , operating system , paleontology , philosophy
Many variables beyond words and grammar alone determine our understanding of speech events, or language in a given context. Speakers' “scripts” (established patterns of discourse) and “world” knowlege (the often culture‐specific understanding of verbal and nonverbal constructs) are important features of any meaningful exchange of discourse. This article contends that foreign language learners will produce a higher level of language if they are made aware of — and given the opportunity to manipulate — such extralinguistic variables with regard to the texts they study. Whenever possible, teaching materials (e.g., textbook dialogues, autotaped or videotaped texts) should include the context‐based information necessary for higher‐level language processing. The author also describes a “stop‐gap” teaching strategy by which students imagine and describe the full import of “decontextualized” examples of the foreign language. Finally, a tentative model for research on context‐based language learning is presented.