Teaching English as a Foreign Language: A Cognitive Perspective

This paper is about Teaching English as a Foreign Language (TEFL) at both teacher training and translators’ programmes. The basic assumption to be developed here is that a deeper understanding of TEFL can be achieved if it is viewed from the cognitive perspective presented by Sperber and Wilson (1...

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Autor principal: Palacio, Graciela
Otros Autores: Parini, Alejandro
Formato: Tesis
Lenguaje:Inglés
Publicado: Universidad de Belgrano - Facultad de Lenguas y Estudios Extranjeros - Traductorado Público, Literario y Científico-Técnico de Inglés 2015
Materias:
Lenguas
Estudios extranjeros
Lengua inglesa
Gramática inglesa
Enseñanza de inglés
languages
foreign studies
English
English grammar
Teaching English
Acceso en línea:http://repositorio.ub.edu.ar/handle/123456789/5187
Aporte de:
Repositorio Institucional - Universidad de Belgrano (UB) de Universidad de Belgrano
id I36-R142-123456789-5187
record_format dspace
institution Universidad de Belgrano
institution_str I-36
repository_str R-142
collection Repositorio Institucional - Universidad de Belgrano (UB)
language Inglés
topic Lenguas
Estudios extranjeros
Lengua inglesa
Gramática inglesa
Enseñanza de inglés
languages
foreign studies
English
English grammar
Teaching English
spellingShingle Lenguas
Estudios extranjeros
Lengua inglesa
Gramática inglesa
Enseñanza de inglés
languages
foreign studies
English
English grammar
Teaching English
Palacio, Graciela
Teaching English as a Foreign Language: A Cognitive Perspective
topic_facet Lenguas
Estudios extranjeros
Lengua inglesa
Gramática inglesa
Enseñanza de inglés
languages
foreign studies
English
English grammar
Teaching English
description This paper is about Teaching English as a Foreign Language (TEFL) at both teacher training and translators’ programmes. The basic assumption to be developed here is that a deeper understanding of TEFL can be achieved if it is viewed from the cognitive perspective presented by Sperber and Wilson (1995) in their approach to the study of human cognitive and communicative behaviour known as Relevance Theory. Developed both as a reaction to, and continuation of, Grice’s theory of conversation, Relevance Theory forms part of the mentalist stance and comes into the picture to fill in the gap left by generative linguists such as Chomsky and conceptual semanticists such as Jackendoff, who deliberately leave behaviour aside to narrow down their object of study. It is precisely this mentalist stance that makes Sperber and Wilson’s proposal so appealing and so superior in explanatory adequacy to other pragmatic approaches. The theory is based on an ostensive-inferential model of communication. Sperber and Wilson’s primary concern is to identify the underlying mechanisms of the human mind which make communication possible. One of the important notions in the theory that will be taken up in this paper is that of cognitive environment, which can be defined as the set of all facts and assumptions that a person can perceive or infer and which is determined both by his physical environment and his cognitive abilities.
author2 Parini, Alejandro
author_facet Parini, Alejandro
Palacio, Graciela
format Thesis
author Palacio, Graciela
author_sort Palacio, Graciela
title Teaching English as a Foreign Language: A Cognitive Perspective
title_short Teaching English as a Foreign Language: A Cognitive Perspective
title_full Teaching English as a Foreign Language: A Cognitive Perspective
title_fullStr Teaching English as a Foreign Language: A Cognitive Perspective
title_full_unstemmed Teaching English as a Foreign Language: A Cognitive Perspective
title_sort teaching english as a foreign language: a cognitive perspective
publisher Universidad de Belgrano - Facultad de Lenguas y Estudios Extranjeros - Traductorado Público, Literario y Científico-Técnico de Inglés
publishDate 2015
url http://repositorio.ub.edu.ar/handle/123456789/5187
work_keys_str_mv AT palaciograciela teachingenglishasaforeignlanguageacognitiveperspective
bdutipo_str Repositorios
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