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社會言語學과 外國語敎育 : Communicative Competence의 문제
黃迪倫 서울大學校 語學硏究所 1975 應用 言語學 Vol.7 No.2
Foreign language educators constantly look to linguistic science for definitions of language and linguistic ability on which lies the answer to one of the basic questions in FL education, viz. "What to teach?" Viewing language not only as code but also as social behavior, variants of language not as mere 'option' but as systematic patterns closely correlated with social factors, sociolinguistics calls attention to the multifunctional aspects of language, importance of social as well as referential meaning, importance of context as well as message, and importance of social acceptability as well as 'grammaticality'. The notion of linguistic ability needed for effective communication is extended from the Chomskyan 'competence' to 'communicative competence' which includes knowledge of the rules for understanding and producing both referential and the social meaning of language, the ability to use language in its various social functions on proper occasions, and more importantly the ability to choose from variants the form appropriate to the social situation. Based on these premises of sociolinguistics, and acknowledging the existence of different sociolingustic rules for different speech communities, it can be hypothesized that the learner of a foreign language experiences not only 'pure linguistic transfer' but also 'sociolinguistic transfer' which can be predicted through sociolinguistic contrastive analysis of the learner's native language and the target language. The necessity for incorporating sociolinguistic factors in the FL program by a more or less formalized, controlled, and graded process should now be recognized.
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