In Search of Real Reality
Bibliographic Data
| ID | 10818436 |
|---|---|
| Authors | Barry P Taylor (corresponding author) |
| Year | 1982 |
| Volume | 16 |
| Issue | 1 |
| Pages | 29 |
| Publication date | 1982-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586561 |
| OpenAlex | W1982014079 |
| Language | EN |
| Citations received | 8 |
| References cited | 12 |
This paper presents a rationale for basing ESL instruction on the notions of reality and authenticity. It focuses on four major points. First, it discusses the inadequacy of grammatically-based approaches in teaching appropriate language use. Second, it considers the Notional/Functional Syllabus and proposes that, in general, highly structured language teaching, either grammatically- or functionally-based, fails to meet students' needs. Third, it examines some of the research which has been undertaken to investigate the claim that realistic linguistic input derived from communicatively real verbal interaction may be more effective than grammatically—or functionally-based teaching. Support is found in research related to the input hypothesis, the monitor model, and the nature of simple codes. Fourth, it suggests that real communication involving simple codes is most likely to occur when both speaker and hearer are involved and, particularly, when the learner has a stake in the outcome of the communication. It hypothesizes that under these circumstances increased proficiency results. This discussion is followed by proposals for a classroom teaching approach that focuses on real communication and concludes with a list of ten benefits for students which derive from such an approach
Code (set theory) · Epistemology · Linguistics · Mathematics education · Notional amount · Outcome (game theory) · Pedagogy · Programming language · Simple (philosophy) · Syllabus · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
Activities to Promote Learning and Communication in the Second Language Classroom
L1 Transfer and L2 Complexity as Factors in Syllabus Design
The Hidden Curriculum of Survival ESL
Recent Language Research and Some Language Teaching Principles
Learning english with an invisible teacher
Computer programs to develop both accuracy and fluency
Teaching ESL
Real Reality Revisited
Teaching language as communication
Input, Interaction, and Second‐language Acquisition
“Foreigner-Talk” Discourse
Notional syllabuses—A reassessment
The Essential Contributions of Formal Instruction in Adult Second Language Learning
Breaking down the Free Conversation Myth
Formal and Informal Linguistic Environments in Language Acquisition and Language Learning
A Note on the Relationship Between English Proficiency, Years of Language Study and Medium of Instruction
Questions in Foreigner Talk Discourse
Toward a Theory of Language Acquisition1
Motivation to Learn and Language Proficiency
Four Experiments on the Relation Between Foreign Language Teaching and Learning
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 1983 - 1988 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |