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Revista Signos 2010, 43 1

Autor: Débora Figueiredo

Fuente: http://www.redalyc.org/


Introducción



Revista Signos ISSN: 0035-0451 revista.signos@ucv.cl Pontificia Universidad Católica de Valparaíso Chile Figueiredo, Débora Context, register and genre: Implications for language education Revista Signos, vol.
43, núm.
1, 2010, pp.
119-141 Pontificia Universidad Católica de Valparaíso Valparaíso, Chile Available in: http:--www.redalyc.org-articulo.oa?id=157021642008 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Revista Signos 2010 - 43 Número Especial Monográfico Nº 1 119-141 Recibido: 20-XI-2009 Aceptado: 24-V-2010 Context, register and genre: Implications for language education Débora Figueiredo Universidade do Sul de Santa Catarina Brasil 119 Abstract: This paper explores, from a systemic functional linguistics perspective, the relation among the concepts of ‘context’, ‘register’ (Halliday & Hasan, 1989; Halliday, 2004) ‘genre’ (Martin, 1992, 1997, 2000) and language education.
The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching-learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use) and the relation between text and context.
To illustrate and apply the SFL theoretical and analytical resources presented, an exemplar of a reader’s letter published by Newsweek magazine is analysed.
It is suggested that a functional perspective on language teaching-learning helps students build systematic links between contextual and linguistic parameters when using language, a goal which is facilitated by SFL’s view of language as “sets of related choices or options, each of which is called a system” (Painter, 2001: 176).
In other words, the not...





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