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|作者:||董崇選||關鍵字:||語文智能;Linguistic competence;文學智能;溝通智能;文學性;詩文性;語言教學法;俄國形構主義;語言行動理論;Literary competence;Communicative competence;Literariness or poeticalness;Language-teaching methods or approaches;Russian Formalism;Speech act theory||出版社:||臺中市：國立中興大學文學院||Project:||興大人文學報, Volume 43, Page(s) 313-339.||摘要:||
This paper points out that all of our foreign-language departments share a rationale in designing their curricula. It concludes that the rationale is in actuality a foreign-language teacher's threefold mission: to teach for the students' linguistic competence, literary competence, and communicative competence. In order to reach a conclusion, the paper touches on such topics as practical vs. impractical courses, literary vs. ordinary language, literariness or poeticalness, grammaticality and poeticality, grammar and rhetoric, and the structuring art of selection and combination. To discuss the relevant topics and elucidate some relevant issues, the Russian Formalist ideas, the speech act theory, and some foreign-language teaching methods or approaches are greatly dwelled on, and some important points are made. We suggest that linguistic competence aims at truth (correctness of language), literary competence at beauty (the beauty of language) and communicative competence at goodness (appropriateness of language). We also assert that teaching is an art (of selection and combination); we have "impractical teachings" indeed, but never "impractical courses" so long as the courses involve the use of the target language. Finally, we claim that the idea of teaching for the three kinds of competence is as time-honored as Confucianism.
|Appears in Collections:||第43期|
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