Pragmatics Revisited: Teaching with Natural Language Data

Huth, Thorsten

doi:10.1111/j.1756-1221.2007.tb00027.x

Cited by 15 publications

(14 citation statements)

References 39 publications

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“…Prior classroom‐based research on teaching interaction patterns provides specific guidance for how to structure a given teaching unit (Barraja‐Rohan, , ; Huth, , ; Huth & Taleghani‐Nikazm, ; Koike & Pearson, ; Rieger, ; Rose, ; Rose & Kasper, ). All chapters in this series on German interaction follow the basic principles for intercultural teaching proposed by Barraja‐Rohan ().…”

Section: Teaching Principles and Best Practicesmentioning

confidence: 99%

“…Huth () argues for incorporating naturalistic data examples directly lifted out of primary research articles (Phase 3). This strategy is useful because it provides examples of talking that are taken from real life without having been idealized or otherwise modified by the prescriptive or aesthetic considerations of material developers.…”

Section: Teaching Principles and Best Practicesmentioning

confidence: 99%

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Beyond Grammar: Teaching Interaction in the German Language Classroom

Betz

Huth

2014

Die Unterrichtspraxis

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Section: Teaching Principles and Best Practicesmentioning

confidence: 99%

Section: Teaching Principles and Best Practicesmentioning

confidence: 99%

Beyond Grammar: Teaching Interaction in the German Language Classroom

Betz

Huth

2014

Die Unterrichtspraxis

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“…Actual spoken data appears in Overstreet et al () on pragmatic awareness and expressions of vagueness. Huth () presents a unit on teaching oral compliment‐response sequences, and Huth () presents the teaching of requests. Schierloh and Hayes‐Harb () discuss varied listening comprehension goals with authentic language.…”

Section: The Profession's Voice In Teaching Spoken Languagementioning

confidence: 99%

Aspects of Authentic Spoken German: Awareness and Recognition of Elision in the German Classroom

Lightfoot

2016

Die Unterrichtspraxis

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This work discusses the importance of spoken German in classroom instruction. The paper examines the nature of natural spoken language as opposed to written language. We find a general consensus that the prevailing language measure (whether pertaining to written or spoken language) in instructional settings more often typifies the rules associated with a written variety to the relative exclusion of norms associated with natural spoken language. A discussion of authentic spoken language and pragmatics in the classroom follows. The principle linguistic notion examined is elision (dropping certain sounds), but we also look at assimilation (sounds becoming more alike) due to its high frequency of occurrence with elision. The article then presents suggestions for classroom instruction on awareness and recognition of spoken language, along with the contexts in which spoken language occurs.

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“…Rather, they are encouraged to engage in language use and, possibly, language discovery activities. For example, we can provide the learners with concrete instances of native speaker conversational behaviour, perhaps through transcribed conversations (Huth, 2010), sequences from films (Fernández-Guerra & Martínez-Flor, 2003;Rose, 1997Rose, , 2001 In addition, we can encourage our students to produce the target language functions themselves to try out their own skills and strategies (Huth, 2007;Kondo, 2008). This mode of instruction is assumed to mirror first language acquisition to some extent and is thus frequently associated with language acquisition, while deductive teaching is often said to be on a par with language learning (Decoo, 1996).…”

Section: When and How To Provide The Rulesmentioning

confidence: 99%