英語敎育의 社會言語學的 考察 = A Sociolinguistic Study on the Teaching of English

다국어 초록 (Multilingual Abstract)

There appear to ve ways in which sociolinguistics cold make substantial contributions to English teaching and it is the intent of this paper to discuss some of these and to suggest the communicative syllabus design in a foreign language teaching to the language teachers, applied lingulsts, course-planners and textbook-producers.
1. "Generativity" and "Translatability" of sentences
The theory of generative grammar (Chomsky, 1965) posits that sentences are infinitely generated through the infinite use of finite grammatical rules. There can be little doubt that this is true of a person acquiring and using his first language, but every language contains some expressions which do not seem to be derivable from its grammatical rules. These expressions are considered exceptional and are commonly called idioms.
As the above-mentioned argument pertains mainly to the generation of sentences by native speakers, it may not be applicable to the teaching of a foreign language which deals necessariy with people who have already acquired a first language. Here are some of the issues that could be taken up in considering this aspect: (1) Can the learner of a foreign language be expected to acquire its entire system of grammatical rules? (2) Can the learner be expected to generate an infinite number of grammatically correct novel sentences in a foreign language? (3) Is the number of so-called exceptional or idiomatic expressions in any given language truly small even from the foreign leaner's point of view? From the point of view of the leaner of a foreign language, the "translatability" of a sentence is skin to its "generativity."
2. Factual Statements and Relational Utterances
When a person makes statements such as "The sun rises in the east," and "A dog is an animal," he is not particularly attempting to relate himself to another person. Such statements may be called factual statemens, which are generated and also translated sttictly on the basis of grammatical and lexical knowledge.
Utterances like "you are welcome", "Good morning." however, stand in contrast with factual statements. These utterances assume the presence of a listener, and they are generally uttered by a speaker relating himself to a listener. Thus, such utterances as these may be called relational utterances.
3. "Generativity" of Relational Utterances
It is the reaching of relational utterances that is difficult from the generative point of view. Syntactically irregular and idiomatic exeressions must be rote-memorized, to be sure, but it seems that something can be done to help the learner generate those relational utterances that are syntactically regular. Since human and social relations are cultural, relational utterarces are necessarily cultural.
4. Threshold level
The upsurge of incerest in the content of the language syllabus, following the concern with commuicative competence generated by Dell Hymes, reflects inter alia a feeling that we ought to know much more about what it is that should be taught and learnt if a nonnative is tobe communicatively competent in English. There has been a movement away from grammatical syllabuses, and then siuational syllabuses, to what are variously des cribed asnotional, functional or communicative syllabuses. A major factor here has been he "threshold level" by J.A. van EK, in the Council of Europe for a unit/credit system tfor adult language learning. In terms of designing courese in English for specific purposes(ESP)this seems to us be of crucial importance.
As a unit/credit system is a learning system designed to cater for individual learners, the establishment of a unit/credit system requires the following steps: (1) investigating and analysing learner's needs (2) grouping learners into categories with similar needs (3) befining learning objectives to meet the needs of each category and in such a way as to enable leaners to reach the various objectives in the most direct way pessible. In order to satisfy the requirements of a unit/credit system the definition of all language objectives should be specified.
The model for the defined language learning objectives the following items: (1) social roles (2) psychological (3) settings (4) topics (5) language funcdtions (6) general notions (7) language forms.
The threshold level was chosen as the first learning objectives to be defined in the unit/credit system. The threshold level is an attempt to state as explicitily as possible what the learners will have to be able to do in a foreign language in order that they are ions and to establish and maintain social contacts.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 분장의 생성성과 번역성
• Ⅲ. 사실적인 문장과 연관성 발화
• Ⅳ. 연관성 발화의 생성성
• Ⅴ. Threshold level(영어 입문단계의 교수요목)
• A. 언어학습의 목적
• B. Threshold level의 정의 및 Situation의 세분화
• C. Language Functions
• D. Language Functions for T-level
• Ⅵ. 결론