Discourse and Real-Life Roles in the ESL Classroom
Bibliographic Data
| ID | 10816005 |
|---|---|
| Authors | Robert J Di Pietro (corresponding author) |
| Year | 1981 |
| Volume | 15 |
| Issue | 1 |
| Pages | 27 |
| Publication date | 1981-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586370 |
| OpenAlex | W1975148206 |
| Language | EN |
| Citations received | 5 |
| References cited | 1 |
One of the most serious proposals for ESL curriculum reform to emerge within recent years is the functional-notional syllabus (see, for example, Wilkins 1976). An independent co-development is an innovative classroom technique based on group dynamics (see Curran 1976). As promising as these two innovations are, neither provides the background for understanding how language and culture are associated with the many roles which learners must play in real-life interactions. This article therefore proposes a taxonomy for role-types. Roles function in either long-term or short-term interactions and are thus either [—episodic] or [+episodic]. Three types of roles are established and illustrated via dialogs: social, emotive and maturational. Through a multidimensional model of discourse, interfactional exercises can be developed to lead ESL/EFL students to play roles in simulated natural settings while acquiring knowledge of the grammatical structure of English
Linguistics · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
| Citations per year | 0.11 |
|---|---|
| Citation span | 1982 - 1997 (16) |
| Highly cited | No |