1887
Volume 8, Issue 2
  • ISSN 0272-2690
  • E-ISSN: 1569-9889
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Abstract

SUMMARYPhenomenology and Requirements in Foreign LanguagesAt Northern Illinois University, requirements in foreign languages are still part of an undergraduate curriculum. Teaching of these courses is based on the following principle: the first responsibility of the teacher is to train students in their specialties. The problem becomes one of adopting a teaching procedure allowing each student to concentrate on his or her specialty while attending classes structured for the group. If one avoids the temptation to confine language training to grammatical concepts or oral understanding, it is the manner in which the student participates that will determine the significance of the matter studied. This significance will be based on the interaction brought about by a specific text and by the particular experience of each student. It should be understood that each specialist possesses in his or her own field a dictionary of signifiers and coordinates not available to other members of the class. These coordinates are acquired by the very fact of becoming a specialist.Our method is therefore based on the phenomenology of the situation and the principle based on the particular interaction of the subject (the student) with the object (matter studied) so as to utilize the given offered by intuition and to apply it in a new context. The solution depends upon the use of acquired knowledge and cognition rather than solely on the language itself outside of a specific framework.RESUMOLa fenomenologio kaj la deviga instruado de fremdlingvojCe la Universitato de Norda Illinois (Usono), la deviga instruado de fremdlingvoj ankorau konsistigas parton de diplomiga kurso. La instruado de tiuj kursoj bazigas sur la principo, ke la cefa devo de la instruisto estas, trejni studenton pri sia fako. La problemo montrigas, kiel alpreni metodon de instruado, kiu permesos al ciu studento, koncentigi pri sia fako, dum li au si ceestas kurson, kies strukturo celas la grupon. Evitinte la tenton, limigi la lingvan trejnadon nur al gramatikaj konceptoj au al la auda kompreno, la maniero de partopreno de ciu opa studento regos la signifon de la pristudata lingvajo. La graveco de tio bazigas sur la la interago inter aparta lingva teksto kaj la aparta sperto de ciu opa studento. Oni komprenu, ke ciu fakulo disponas en sia fako pri vortostoko da signifoj kaj kunmetoj; la aliaj kursanoj ne disponas pri tiuj. Igante fakulo, oni ja akiras tiujn kunmetojn.Do ni bazigas nian metodon sur la fenomenologio de la situacio. Nia principo bazigas sur la aparta interagado inter la subjekto (la studento) kaj la objekto (la pristudata teksto), por utiligi la ekzistantan intuicion kaj gin apliki al nova kunteksto. La solvo dependas de la uzo de akiritaj scio kaj ekkono, ne nur sole de la lingvo mem ekster aparta kadro.

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/content/journals/10.1075/lplp.8.2.02mic
1984-01-01
2018-11-16
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