The concept of 'concrete utterance' maintained by Bakhtin and its Circle questions the use of standard language, that is an established model language which does not respond any more to the needs of its users. A good example of this phenomenon is the remarkable spread of English all over the world used by speakers of other languages for specific purposes. It poses a debate about what English language we speak in a global context, and consequently what language is acceptable according to the 'norm'. If we consider that in international contexts only few English native-speakers, if any, are involved in the use of English as a vehicular, or a common foreign language, it is immediately evident that a new medium is in use, distant from British culture connotations, and more often locally connoted in terms of different accents, even new lexis adequately chosen by the concrete users in a given, specific, unique context.

2017

One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquisition theory into GELT pedagogical practices without relying on theoretical perspectives steeped in some form of native speakerism. At the heart of our discussion is the concept of linguistic knowledge-implicit (unconscious) and explicit (conscious)-emphasizing the role of explicit learning processes in GELT classrooms rather than adhering solely to the idealistic goal of implicit competence. Because L2 learners need to reflect on linguistic knowledge (repertoire) and strategies for effective global communication, we propose that their learning should aim to develop skill sets of using explicit and implicit knowledge dynamically and efficiently in varied communicative contexts. We argue that skill acquisition theory offers a useful framework for GELT, as it can account for the development of automatized explicit knowledge alongside implicit knowledge, aligning with GELT objectives of fostering multicompetent English users. We illustrate how this

Conrado, 2020

RESUMEN The article focuses on the development of conversational competence in the teaching-learning process of foreign languages (FL). Current studies around this category demand a didactics to be oriented towards awareness, practice and reflection on the structural elements and mechanisms of conversation in order to achieve an optimal communicative performance in the students. However, the current methodology needs to deepen, from more critical and reflective positions, in the dynamics of the teaching-learning process, as the integration of knowledge, skills, strategies and attitudes that intervene in the conversational interactive dynamics has not been sufficiently addressed, especially in their relationship with context and intercultural exchange. The position argued in this work is that the dynamics of the teaching-learning process of conversational competence must be based on the development of collaborative relationships and symmetry among the students in order to co-construct a common interactive discourse, marked by the use of communicative and socio-affective strategies that allow to enhance the conversational skills of FL learners. ABSTRACT El artículo se centra en el desarrollo de la compe-tencia conversacional en el proceso de enseñanza-aprendizaje de las lenguas extranjeras (LE). Los estudios actuales en torno a dicha categoría deman-dan una didáctica orientada hacia la sensibilización, práctica y reflexión de los elementos y mecanismos estructurales de la conversación para alcanzar un óptimo desempeño comunicativo en los estudiantes. Sin embargo, la metodología actual necesita profun-dizar, desde posiciones más críticas y reflexivas, en la dinámica del proceso de enseñanza-aprendizaje, pues aún no se ha trabajado, suficientemente, en la integración de los conocimientos, habilidades, es-trategias y actitudes que intervienen en la dinámi-ca interactiva conversacional, en su relación con el contexto y el intercambio intercultural. La posición que se argumenta en este trabajo es que la diná-mica del proceso de enseñanza-aprendizaje de la competencia conversacional debe fundamentarse en el desarrollo de relaciones de colaboración y si-metría en el alumnado para co-construir un discurso interactivo común, marcado por el uso de estrate-gias comunicativas y socio-afectivas que permitan potenciar las habilidades conversacionales de los aprendices de LE.

2017

This paper investigates the nature and properties of violations of conversational maxims in isiXhosa. In a conversation, a speaker and a hearer are supposed to respond to each other in turn and exchange with the information that benefits both of them. By giving the required information, they can understand each other‘s utterances for their conversations to be effective. The speaker and the hearer are said to have fulfilled the Cooperative Principle when they manage to achieve a successful conversation. By applying Cooperative Principle, the speaker allows the hearer to draw assumptions about the speaker‘s intentions and the implied meaning. However, people sometimes cannot fulfil those maxims and they seem to violate them. Violation is the condition where the speakers do not purposefully fulfil certain maxim. Speakers who violate a maxim cause the hearer not to know the truth and only understand the surface meaning of the speaker‘s words. In doing so the speaker can violate more tha...

On Thinking, 2009

Cognitive semio-linguistics studies the relations between signs and language, between semiological and linguistic structures, as expressions of, and as causes of, the cognitive activities involved in thinking, here called epistemic activities. This short essay displays a leveled analysis of the relations holding between semio-linguistic and epistemic structures active in the human mind.

The perception and production of the language have become a recurring problem when it comes to language acquisition. What can boost the motivation of young students? Interaction improves interpersonal relationships and English language production. The application of different methods over time is responsible for the language to be frequented and enjoyed by the students without problems.

EuroAmerican Journal of Applied Linguistics and Languages, 2022

This volume presents a theoretical and practical approach to the teaching of pragmatics in primary and secondary educational contexts. Targeting first language (L1), second language (L2), and foreign language (FL) teachers, the volume starts by introducing key concepts in pragmatics, providing an overview of theoretical notions in communicative competence, and drawing pedagogical implications from these notions. The book then reports findings from a survey conducted among language teachers on their views on and experience with the teaching of linguistic pragmatics. Finally, a 5-step inductive-explicit pedagogical model is put forward for raising metapragmatic awareness and developing receptive and productive pragmatic skills among learners of varied age groups. A rich set of sample activities illustrates how to put the model into practice and to adapt it to learners' specific needs.

In the globalizing world, there is a growing interest in the problem of English as a means of interethnic communication and intercultural communication. Language is an attribute of social life; it is of great importance for the younger generation and young people for the purpose of cognition, upbringing, education and communication in the twenty-first century. Using the knowledge of the historical process that influenced the formation of English as a link in the study of phonetics, vocabulary and grammar will help students demonstrate a conscious perception of the structure of modern English, rooted in the depths of centuries. When teaching the language at school or university, it is necessary to develop skills and abilities of schoolchildren and students to observe, remember, identify language phenomena and establish historical links between them which contributes to a more thoughtful memorization of the phonetic, grammatical and lexical aspects of the formation of modern English. In the opinion of the authors, all this is an important factor in the consideration of language as a means of intercultural communication in English classes in both secondary and higher schools.