Noticing Discourse
A Point of Departure for (Re) Designing the Conversation Course
Bibliographic Data
| ID | 8937433 |
|---|---|
| Authors | Sharon Wilkinson (West Virginia University, corresponding author) |
| Year | 2001 |
| Volume | 34 |
| Issue | 6 |
| Pages | 523-533 |
| Publication date | 2001-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2001.tb02100.x |
| OpenAlex | W2084415994 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
Target‐language discourse norms ( both lexically based formulaic speech and culturally based pragmatic abilities ) receive relatively scant attention in our curricula, yet they are of paramount importance in allowing speakers to maintain smooth communication. This article starts with two premises: ( 1 ) that oral skills classes provide the ideal forum in which to address discourse issues, and ( 2 ) that target‐language discourse norms, particularly as they relate to another cultural belief system, must be taught explicitly. After defining what is meant by “discourse norms,” this article offers a three‐part pedagogical discussion. The first part expands on Schmidt's “noticing hypothesis” ( Schmidt, 1990; 1993, Schmidt & Frota, 19861, arguing for the necessity of overt instruction in facilitating discourse learning. The second segment explores issues of course content by asking, Which features are most important for students to notice, and how might they be organized into a learning sequence? The final section focuses on instructional options, suggesting activity types that are intended to raise students' awareness of targeted norms. Issues of performance objectives ( productive vs. conceptual control ) and assessment are also addressed
Conversation · Curriculum · Discourse analysis · Linguistics · Notice · Pedagogy · Point (geometry · Sociology · Communication · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology
Interlanguage Pragmatics
From Language Proficiency to Interactional Competence
Focus on Form
Input Enhancement in Instructed SLA
The Role of Comprehension in Second-language Learning
The Role of Consciousness in Second Language Learning1
Second language acquisition and second language learning
Transfer in Language Production
Conventionalized Language Forms and the Development of Communicative Competence
The ACTFL Proficiency Guidelines
Improving Fluency in Spoken French Through a Study of Native Pause Behavior
Teaching Discussion Skills
An Investigation of Students' Perspectives on Anxiety and Speaking
Study Abroad from the Participants' Perspective
ACTFL Proficiency Guidelines—Speaking
Conversation Classes
Oral Proficiency Testing and the Language Curriculum
Cross-Cultural Pragmatic Failure
Attention, Memory, and the "Noticing" Hypothesis
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 2005 - 2018 (14) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |