走向社会语言学响应教学法:法语第二人称称呼形式的教学

IF 0.5 3区文学 Q3 LINGUISTICS

Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2010-03-04 DOI:10.3138/CMLR.66.3.445

R. A. V. Compernolle

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引用次数: 31

摘要

摘要:本文提出了一种社会语言学响应式教学法模型，该模型位于现有的语言学习和教学的社会文化和交际方法中。讨论的重点是法语称呼代词tu和vous。本文回顾了以往关于教育和非教育情境下第二人称称呼的研究，然后描述了连接语言学习理论和课堂实践的社会语言学响应教学法模型。这些建议包括一些示例任务和任务组成部分，其目的是提高学习者在课堂内外对这些代词的可变使用的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French

Abstract This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, tu and vous. The article reviews previous research on second-person address in educational and non-educational contexts, and then describes the model of a sociolinguistically responsive pedagogy that bridges language learning theory and classroom practice. The recommendations include a number of sample tasks and task components whose aim is to raise learners' awareness of the variable use of these pronouns, both within and beyond the classroom.

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来源期刊

Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes LINGUISTICS-

CiteScore

1.50

自引率

10.00%

发文量

期刊介绍： During the more than 60 years of its existence, The Canadian Modern Language Review/La Revue canadienne des langues vivantes has evolved from an Ontario-centered journal containing mainly classroom-based teaching strategies and resources to a Canada-wide, bilingual, refereed scholarly publication of national scope and international repute. The CMLR/RCLV serves members of the teaching profession, administrators and researchers interested in all levels of English and French as second languages and, in addition, those interested in native and other modern, international, or heritage language programs and issues.