PL EN


Journal
2012 | 38/1 | 7-25
Article title

Czy pojęcie dyskursu jest przydatne w glottodydaktyce?

Content
Title variants
EN
Do we need the concept of discourse in foreign language pedagogy?
Languages of publication
PL
Abstracts
EN
Despite its growing popularity within the humanities and social sciences, the concept of discourse (and also discourse analysis) continues to be perceived as rather vague by those who are not experts in the domain of discourse analysis. The aim of the present paper is to acquaint non-specialist readers with the multifold, interdisciplinary nature of discourse in order to further consider its usefulness with reference to foreign language pedagogy. It is argued that a wider use of this concept may lead us to a more coherent view of the main issues underlying our field, namely by integrating into our thinking both social and individual communicative practices. This idea is illustrated with selected conceptual tools and the views advanced by leading French discourse analysts (e.g. Charaudeau, 1993, 2010; Maingueneau, 1996, 2005) and, up to this point, mainly exploited in studying the media and public communication. Moreover, the importance of typological dis­tinctions in foreign language pedagogy is stressed and an example of a discursive approach to foreign language instruction is provided. At the same time, attention is drawn to inherent and/or objective limitations on and difficulties in a wider use of the concept of discourse. These problems notwithstanding, the conclusion points to the fact that, given the complexity of our do­main, it is hardly conceivable nowadays that we can be content with over­simplified formulae and limited, one-sided theories.
Journal
Year
Issue
Pages
7-25
Physical description
Dates
published
2012-03-15
Contributors
  • Instytut Filologu Romańskiej, UAM, Poznań
References
  • Beacco, J.-Cl. 1996. „Linguistique de discours et enseignements de langues", [w:] Moirand, S. (red.). Le Français dans le Monde. Recherches et Applications, burner pec. Le discours: enjeux et perspectives. 183-192.
  • Charaudeau, P. 1992. „Sciences humaines, enseignement et culture" [w:] Le Français dans le Monde 253: 46-52.
  • Charaudeau, P. 1993. „Le discours de communication dans la situation de classe". [w:] Halte, J. F. (red.). Inter-Actions. Metz: Université de Metz. 121-135.
  • Charaudeau, P. 2010. „Pour une interdisciplinarité 'focalisée' dans les sciences humaines et sociales". Questions de Communication 17. (http://www.ques2com.fr/index.php?p=accueil&type=details&revue=51&id=51).
  • Duszak, A. i Fairclough, N. (red.). 2010. Krytyczna analiza dyskursu. Kraków: Universitas.
  • Council of Europe. 2001. Europejski system opisu kształcenia językowego: uczenie się, nauczanie, ocenianie. Warszawa: CODN.
  • Grzmil-Tylutki, H. 2010. Francuska lingwistyczna teoria dyskursu. Kraków: Universitas.
  • Górecka, J., Wilczyńska, W. i Wojciechowska, B. 2012. „Developing L2 oral competence through an integrated discursive approach: The conceptual framework of the project and the pilot study results", (w druku)
  • Kopaliński, W. 1995. Słownik wyrajów obcych i wyrażeń obcojęzycznych. Warszawa: Wiedza Powszechna.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-doi-10_14746_n_2012_38_1_2
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.