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This volume focuses on how far the policies, principles and
practices of foreign language teaching and learning are, or can be,
informed by theoretical considerations and empirical findings from
the linguistic disciplines. Part I deals with the nature of foreign
language learning in general, while Part II explores issues arising
from linguistic, socio-political, cultural and cognitive
perspectives. Part III and IV then consider the different factors
that have to be taken into account in designing the foreign
language subject and the various approaches to pedagogy that have
been proposed. Part V finally addresses questions concerning
assessment of learner proficiency and the evaluation of courses
designed to promote it. Key features: provides a state-of-the-art
description of different areas in the context of foreign language
communication and learning presents a critical appraisal of the
relevance of the field offers solutionsto everyday language-related
problems with contributions from renowned experts
Lingua francas are languages used for communication between
individuals for whom they are not the first language. Based on
empirical work throughout, the individual contributions to this
volume address lingua franca communication from sociolinguistic as
well as from conversation analytic perspectives, or place this form
of communication within the wider context of foreign language
teaching. The volume as a whole attempts to broaden the traditional
view of lingua francas as languages employed by non-native speakers
to serve specific, restricted communicative purposes only. Instead,
it is demonstrated that lingua francas have gained a number of
varied functions, and that they are employed by a heterogeneous
group of speakers for whom they do not always have the same status
of a second or foreign language. The papers reveal intriguing
similarities in form across different lingua francas, but also
point at significant differences. As a result, it is proposed that
approaches to teach lingua francas as such need to be developed on
the basis of empirical evidence. Contents: C. Meierkord/K. Knapp:
Approaching lingua franca communication - M. Meeuwis: The
sociolinguistics of Lingala as a diaspora lingua franca: Historical
and language ideological aspects - S. Fiedler: On the main
characteristics of Esperanto-communication - M. Vollstedt: English
as a language for internal company communications - C. Meierkord:
'Language stripped bare' or 'linguistic masala'?- Culture in lingua
franca communication - P. Haegeman: Foreigner talk in lingua franca
business telephone calls - A. Lesznyak: From chaos to smallest
common denominator. Topic management in English lingua franca
communication - J. Hee Bae:Discourse strategies solving trouble in
German lingua franca communication - K. Knapp: The fading out of
the non-native speaker. Native speaker dominance in
lingua-franca-situations - J. House: Developing pragmatic
competence in English as a lingua franca - B. Seidlhofer: The shape
of things to come? Some basic question about English as a lingua
franca.
In diesem Buch berichte ich von einem komparativen Experiment zur
Lernmate rialkonstruktion, das ich an Schulen in den Kreisen
Konstanz, Paderborn und Detmold durchfUhren konnte. Ohne die
geduldige, manchmal auch begei sterte und begeisternde Mitarbeit
der SchUler, die UnterstUtzung ihrer Leh rer und das Verstandnis
der Schulleiter der Realschulen in Konstanz, Radolf zell, Singen,
Gottmadingen, SchloB Neuhaus und Detmold ware diese Arbeit
unmoglich gewesen. Profitiert habe ich bei meinem Vorhaben auch von
Anregungen, Ratschlagen und Kritik von Freunden und Kollegen, vor
allem von Annelie Knapp-Potthoff, Gotz Wienold, Aldo di Luzio und
Eberhard Pause. Ihnen allen gilt mein Dank, ebenso auch Karl-Heinz
Kischkl, der mir die Computerprogramme schrieb, so wie Armin von
Stechow und Peter Hartmann fUr die Aufnahme meines Buches in diese
Reihe. Das Experiment wurde im FrUhjahr 1975 durchgefUhrt, das
Manuskript im FrUh jahr 1977 abgeschlossen. Spatere Literatur
konnte nur in Ausnahmefallen bei der Drucklegung noch
berUcksichtigt werden. DUsseldorf, im April 1979 K.K.
Inhaltsverzeichnis o. Einleitung und Obersicht 1 1. Sequenzierung
im gesteuerten Zweitsprachenerwerb 6 1.1. Das Problem "Progression"
6 1.2. Terminologische Differenzierung 9 1.3. "Strukturelle" vs.
"kommunikative" Progression 10 1.4. Effekte von Anordnungen 12 1.5.
Das Interesse dieser Arbeit 15 2. Explizitere Anordnungsvorschlage:
Beispiele 17 2.1. Anordnung analog zu einer Sprachbeschreibung 17
2.2. Exkurs: "Angewandte Lingui sti k" 19 2.2.1. Theorieunabhangige
Verwertung 19 2.2.2. Verwertungsrelevante Theoriebildung 22 2.3.
Zur Komplexitat von "Komplexitat" 25 2.4. Anordnungskriterien:
Weitere Vorschlage 26 3."
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