Modifying First‐Year Textbook Dialogues along a Hymesian Model of Meaning

A Theory of In‐Depth Language Processing for the L2 Classroom

Bibliographic Data

ID8935860
AuthorsLana Rings (The University of Texas at Arlington, corresponding author)
Year2000
Volume33
Issue2
Pages181-188
Publication date2000-03-01
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2000.tb00910.x
OpenAlexW2151569667
LanguageEN
Citations received2
References cited5

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

Context (archaeology · Foreign language · Grammar · Language education · Linguistics · Mathematics education · Meaning (existential · Nonverbal communication · Scripting language · Communication · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology

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