Language Teaching from a Discourse-based Perspective
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Despite the major shift in the teaching methodology from a grammar-based approach to a communication-based approach over the last several decades, a noncommunicative classroom-learning tendency has still been found to be prevalent until recently. Moreover, recent communicative approaches have suggested that classroom discourse should approximate natural discourse. That is, classroom activities should simulate, as much as possible, the processes of natural communication so that L2 learners can develop communicative competence. This requires a closer examination of natural discourse, and for this purpose, Goffman’s (1976) framework of universal constraints is useful in that it provides crucial tools that result in greater insights into L2 teaching. This paper aims to discuss the importance of both Goffman’s (1976) framework of universal constraints and a discourse-based approach to language teaching. The paper further intends to incorporate these perspectives into language teaching activities. First, Goffman’s set of universal constraints is introduced, and natural discourse is compared with classroom discourse. Second, how the current teaching materials present language is discussed. Finally, some language teaching activities are suggested to help L2 learners develop pragmatic awareness and communicative competence.
Abstract
Despite the major shift in the teaching methodology from a grammar-based approach to a communication-based approach over the last several decades, a noncommunicative classroom-learning tendency has still been found to be prevalent until recently. Moreover, recent communicative approaches have suggested that classroom discourse should approximate natural discourse. That is, classroom activities should simulate, as much as possible, the processes of natural communication so that L2 learners can develop communicative competence. This requires a closer examination of natural discourse, and for this purpose, Goffman’s (1976) framework of universal constraints is useful in that it provides crucial tools that result in greater insights into L2 teaching. This paper aims to discuss the importance of both Goffman’s (1976) framework of universal constraints and a discourse-based approach to language teaching. The paper further intends to incorporate these perspectives into language teaching activities. First, Goffman’s set of universal constraints is introduced, and natural discourse is compared with classroom discourse. Second, how the current teaching materials present language is discussed. Finally, some language teaching activities are suggested to help L2 learners develop pragmatic awareness and communicative competence.
참고문헌 (48)
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