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50 Years of ERIC
50 Years of ERIC
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ERIC Number: ED171118
Record Type: RIE
Publication Date: 1978-Oct
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Assessing Sociolinguistic Elements for Inclusion in Second Language Courses.
Dubin, Fraida
Considerations for communicative competence instruction in second language courses are largely undefined as to exactly what topics of appropriate behavior or rules of social interaction should be included. Sociolinguistics can provide second language teachers with an abundance of analytical material regarding the underlying cultural implications of interaction in English. Following such a recommendation, an ongoing project at the American Language Institute of the University of Southern California utilized an observational and self-assessment questionnaire given to both international students and Americans to test for sociolinguistic needs in acquiring communicative competence. It was found that: (1) both groups replied very similarly with respect to their ability to use appropriate English for interacting in particular social situations, but perhaps for different culture-bound reasons; (2) Americans could not accurately predict how international students would judge themselves; and (3) Americans' subjective evaluations of the international students' classroom performances in role-plays were more critical than those students' self-assessments, perhaps because each group viewed the situations through different culture-bound filters. It is suggested that the questionnaires be designed to explain why students respond as they do (for example, is the interaction rude, funny, or impolite?). Further development of role-plays, sensitizing exercises, and other classroom strategies might give students more sociolinguistic-oriented information about the language they are practicing. The questionnaire used is appended. (MHP)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Los Angeles Second Language