Linguistic awareness in English philology: towards a new curriculum for language courses

• Josep Mª Cots ^[1]
  1. [1] Universitat de Lleida

     Universitat de Lleida

     Lérida, España

     
• Localización: Proceedings of the 19th International Conference of AEDEAN: (Vigo. 13th-16th December 1995) / coord. por María Teresa Caneda Cabrera, Javier Pérez Guerra, 1996, ISBN 84-921550-1-9, págs. 211-216
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The aim of this paper is to point out some guide-lines which, in the opinion of the author, should be present in the design of the language courses which form part of the English Philology curriculum. It is suggested that, as opposed to what happens at elementary and intermediate levels, there is very little reflection on language use in the teaching of advanced levels. This reflection should be done by combining three basic approaches to language: (i) a discourse approach (ii) a contrastive approach and (iii) a socio-pragmatic approach. The paper concludes with a brief discussion on the importance of linguistic awareness in language education.