言語教育カリキュラムにおける言語活動の authenticity : コミュニケーション研究の視点から
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概要
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The concept of language and communication authenticity has long been a concern among language teachers and researchers, particularly after Del Hymes's communicative competence was introduced into language teaching. Although the need to expose students to real and authentic communication has been a central issue, explicit criteria of whether given communicative activities are authentic or not have not yet been produced. Some say the most authentic communication in language learning is a communication between a learner and a native speaker of the target language in a native community or setting. This criteria, however, simplifies the issue of authenticity and is sometimes misleading. In this paper, I would like to propose that incorporating a real receiver, or addressee, of message as well as a practical purpose of communication into a communicative activity is a necessary condition for the communicative activity to become authentic. I will also emphasize that the receiver of messages of communication does not have to be a native speaker as long as he/she plays an authentic roll of receiver of communication in the activity. My proposal will be based on the examination of communication models and their ingredients developed in the field of communication studies. To support the proposal, one communicative activity conducted in a translation class is examined. Although the activity is not without problems, the criteria of authentic communication in terms of the necessity of a real receiver and purpose of communication seems workable.
- 2004-03-25
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