ERIC Number: ED409738
Record Type: RIE
Publication Date: 1997
Appropriacy Planning: Speech Acts Studies and Planning Appropriate Models for ESL Learners.
Working Papers in Educational Linguistics, v12 n2 p53-70 Fall 1996
Since the emergence of the concept of communicative competence, the language teaching field has focused on teaching appropriate language use in addition to general linguistic elements. Speech act studies have contributed to providing appropriate models for second and foreign language learners. In this paper, the effort toward the creation and use of appropriate models for learners in relation to the theoretical framework of planning in the field of Teaching English to Speakers of Other Languages (TESOL) is examined. The resulting construct, "appropriacy planning," is viewed as a process of corpus intervention for ESL learners consisting of four stages: selection of speech norms; codification; implementation; and evaluation or feedback. The contribution of speech act research to each of these stages, and perceived problems in research methodology and results, are discussed. Several problems in the research and, by extension, in appropriacy planning are identified: poor definition of targeted speech communities; insufficient communication between researchers and ESL teachers, resulting in teachers' continued reliance on native-speaker intuition in determining language appropriateness; and results that may be inappropriate for some contexts and audiences of ESL instruction. Areas for future research are noted. Contains 61 references. (MSE)
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: For serial issue as a whole, see FL 024 674.