Published

1988-01-01

Interacting in social contexts as the starting point of a teaching unit

Keywords:


Conception of language, foreign language, conception of teaching, courses (en)

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Authors

Our philosophical background for this paper will be the conception of  language as an integral part of social life (Hymes, 1971). As a result of this thought, language teaching (whether the teaching of the mother tongue, a second language or a foreign language) should be intimately related with affective factors and should be carried out in terms of language functions for social interaction.

Our objective here is basically to illustrate how this conception

of teaching can be put into practice both in courses of EFL and

in ESP courses.

Our philosophical background for this paper will be the conception of  language as an integral part of social life (Hymes, 1971).  As a result of this thought, language teaching (whether the teaching of the mother tongue, a second language or a foreign language) should be intimately related with affective factors and should be carried out in terms of language functions for social interaction.

Our objective here is basically to illustrate how this conception

of teaching can be put into practice both in courses of EFL and

in ESP courses.

How to Cite

APA

Pappenheim, R. (1988). Interacting in social contexts as the starting point of a teaching unit. Forma y Función, (3), 88–93. https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495

ACM

[1]
Pappenheim, R. 1988. Interacting in social contexts as the starting point of a teaching unit. Forma y Función. 3 (Jan. 1988), 88–93.

ACS

(1)
Pappenheim, R. Interacting in social contexts as the starting point of a teaching unit. Forma. func. 1988, 88-93.

ABNT

PAPPENHEIM, R. Interacting in social contexts as the starting point of a teaching unit. Forma y Función, [S. l.], n. 3, p. 88–93, 1988. Disponível em: https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495. Acesso em: 19 oct. 2024.

Chicago

Pappenheim, Ruth. 1988. “Interacting in social contexts as the starting point of a teaching unit”. Forma Y Función, no. 3 (January):88-93. https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495.

Harvard

Pappenheim, R. (1988) “Interacting in social contexts as the starting point of a teaching unit”, Forma y Función, (3), pp. 88–93. Available at: https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495 (Accessed: 19 October 2024).

IEEE

[1]
R. Pappenheim, “Interacting in social contexts as the starting point of a teaching unit”, Forma. func., no. 3, pp. 88–93, Jan. 1988.

MLA

Pappenheim, R. “Interacting in social contexts as the starting point of a teaching unit”. Forma y Función, no. 3, Jan. 1988, pp. 88-93, https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495.

Turabian

Pappenheim, Ruth. “Interacting in social contexts as the starting point of a teaching unit”. Forma y Función, no. 3 (January 1, 1988): 88–93. Accessed October 19, 2024. https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495.

Vancouver

1.
Pappenheim R. Interacting in social contexts as the starting point of a teaching unit. Forma. func. [Internet]. 1988 Jan. 1 [cited 2024 Oct. 19];(3):88-93. Available from: https://revistas.unal.edu.co/index.php/formayfuncion/article/view/29495

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