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Rieti oni! Any era aig TER a1eXy ian English cae Antonio Bueno Gonzdlez Cfleiicm inn [ila eal Dari ranrenad liga recipe ae Boies Ma Opie Ord erro M" Luisa Pérez Canado (Editors) UNIVERSIDAD DE JAEN BEGINNING WITH ORAL-COMMUNICATION IN THE L2 CLASSROOM: PRINCIPLES AND. APPLICATIONS Gabrie! Tejada Mating Abstract, Very afien linguists, poxchologists and teachers have faced the problem af foreign language teaching fiom their own points of view. as in The Elephant and the three Blind Men siory. Thong a compeonsive approach has been usually efaimed, she insighis comlug from ake different areas have been either accepted or rejected wishout consistency. A wew global framework af reference where atl the conitthutions are embedded is proposed. Learners irving to communicete erally will be aur addressees, The sequence io follow shouiel be parallel to the nenerat psycholingnistic ane, Rotes plaveit by the speakers ay listeners and producers are to be bimitet. Ane the L2 should be restricted 1 « basic conversational variery as a whole system where ihe phonette, texteat and morphosrniactic subsystems are subordinated. Different tasks and techniques are presented alfowing beginning producers te participate in oral exchanges and consolidate a first intertinguad avsient. 1. From theo sto practice: the lighthouse effect on sentence studies The last 50 yeurs have been v descriptive uns! applied linguistic stug y productive both in theoretical s. Linguistics has provided several approuches in L2 teaching, the mast important being the anc reflected in the Audiolingual Method, backed by structuralism, a reaction to aditional tronds, most af the times based on inappropriate descriptive linguistic models. Roulet (1972) compiles in three chapters the main linguistic trends traditional, structuralist und generative- iranslormational, and their teaching application. Meaning and form are presented first as opposed referential descriptive criterta, m a thesis and antithesis way. and finally they are combined as a synthesis. These different descriptive models have inspired the correspondent methods, One could think that there is a solution in that compremise. However, (hal is not the case, Bor allof them were initially focused on the sentence either construction or structure, And text ang! discourse were mat considered, om the applied linguistics paint of view, the whole verbal factor must be eorreetly described. as itis the case with textual and discursive linguistics. Nevertheless, the linguistic content, as teaching substance, should be appropriately selected, presemted, sequenced and treated within the curricular design and procedures. Thus, the core of the quest is how linguistic forms are introduced aceording to their meaning, pronunciation, orthography, morphaswrtax, text, variety, register, and culture. Many are the aspects to consider so that learners receive the right menu Jd, Logico-senmaic descriptive criteria und the Granmar-Transtasion meihod J logico-semantic eriteria in the description and definition af linguistic elements and constructs. They were referred to the sentence Traditional grammars follows andl ils parts in the written code, Sentences were understood as the result of a construction process according to a series of prescriptive rules. Letus take the teachin an example. From this perspective both terns 1 of interrogatives © Linked to form and function, question and interrogutive could be used to define and teach these sentences. Any question is produced aficr the assertion il realizes and it is derived from that declarative. which shows a logical process 150) Brcssise WITH Oka1, Cosinsicanion ts iri La Chasseaass

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