An Argument for the Use of Authentic Texts with Beginners of Japanese as a Foreign Language. CLCS Occasional Paper No. 58.

Autor/in	Ruddock, Karen
Institution	Dublin Univ. Trinity Coll. (Ireland). Centre for Language and Communication Studies.
Titel	An Argument for the Use of Authentic Texts with Beginners of Japanese as a Foreign Language. CLCS Occasional Paper No. 58.
Quelle	(2000), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0332-3889
Schlagwörter	Communicative Competence (Languages); Elementary Secondary Education; Higher Education; Japanese; Learning Strategies; Second Language Instruction; Second Language Learning; Teaching Methods; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Japaner; Japanisch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Minderheitensprache
Abstract	This paper argues that the use of Japanese authentic texts in the Japanese second language classroom is superior to using texts written for pedagogical purposes. Authentic texts are very useful teaching tools, even for beginners. They are more interesting, because they have been written for a communicative purpose and their content promotes the desire to acquire greater fluency. Authentic texts also motivate the learner to learn to read Japanese characters from the beginning of instruction. The paper discusses the learning of Japanese orthography. Communicative philosophy assumes that every dimension of learning should be appropriate to students needs, expectations, and experiences on the one hand and the realities of communication in the target language on the other. This can be realized through the use of authentic texts. (Contains 41 references.) (KFT)
Anmerkungen	The Secretary, Centre for Language and Communication Studies, Trinity College, Dublin 2, Ireland.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC