Edited By Martin Pütz
The Cultural Context in Foreign Language Teaching will interest students of educational linguistics and language pedagogy, intercultural communication and discourse analysis.
Section 2: Lexico-grammatical and conversational issues in non-native discourse 53
Section 2: Lexico-grammatical and conversational issues in non-native discourse This page intentionally left blank What is behind a word: Cultural scripts Carlos Inchaurralde 1. What is there in a word? When faced with the task of teaching vocabulary to students of a foreign lan- guage, we very often ask ourselves what kind of infonnation we should provide to them. Our ideal goal is to make them use vocabulary in the same way as a proficient native speaker does. However, this is not easy, since the procedure for doing so and, most importantly, the experiential path the learner follows are completely different from those of a native user. Learning a word means learning a complex symbolic structure with many dif- ferent levels. This process goes beyond a simple match fonn-meaning, as has been emphasised by many authors of FLT methodology. Taylor (1990: 1-3), for instance, tells us that knowing a word means knowing all the following aspects: • The frequency of a word, i.e. the degree of probability of finding it in a given text. • The register of the word, i.e. the limitations of its use according to changes of function and situation. • The collocations of the word. Taylor means by this not so much the syn- tactic behaviour as the network of associations with other words, be they syntactic or semantic. • The morphology of the word, i.e. the underlying fonn and its derivations. • The semantics of the word, i.e. denotations, definitions, synonyms, anto- nyms, and other kinds of meaning relations. • The...
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