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The Foreign Language Appropriation Conundrum

Micro Realities and Macro Dynamics

Thomas Szende

This monograph’s title reflects the need to articulate the classroom actions and strategies of an increasingly efficient technological environment with symbolic, cultural, and political issues, namely the multi-dimensionality of affiliations, which today condition the practices of learners, teachers, tool designers, and the dissemination (or not) of languages throughout the world.

Reflective testimony of a teacher who is passionate about his work, this book is also the result of research conducted by a linguist wishing to raise the field of foreign language education to the level of a coherent and rigorous discipline capable of presenting teaching/learning options to all languages/cultures.

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6. The Linguistic Material


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6.   The Linguistic Material

6.1    From Scholarly Knowledge to Teachable Knowledge

Language is only one aspect of communication, and knowledge that is strictly linguistic is just one skill among many. But however modern the support tools may be, regardless of the textual data, activities, and automation exercises (transformation, extension, conceptualization), as well as any comments generated online, without actually being teaching subjects as such, grammar and vocabulary appear essential in learning to function in an L2 through its discursive frameworks and interactional events. While grammar and vocabulary activities are closely related, for methodological reasons they will be reviewed here successively.

As the author of several (sadly ‘traditional’) types of language textbooks, I have always – sometimes unconsciously – imposed certain complementary convictions upon myself, namely:

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