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."