Discourse rating tasks: a teaching tool for developing sociocultural competence
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[1] Stanford University
Stanford University
Estados Unidos
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 54, Nº 2, 2000, págs. 161-168
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper introduces a teaching activity designed to address sociocultural competence in the classroom. It recommends the use of discourse rating tasks (DRTs) to develop students awareness of appropriate second language use, and then offers structured practice with DRTs and role-plays as a means of transforming students' sociocultural awareness into sociocultural performance. Two levels of sociocultural competence, speaker-related and context-related factors, are proposed to give teachers and students a more tangible way to target factors involved in appropriate language use. This activity encourages students and teachers to co-construct their learning experience. With these methods, students can go beyond formulaic expressions to convey the subtleties of language appropriate to the communicative situation.
