The following work is based on the proposition that foreign languages are primarily acquired for the purpose of communication in a multicultural context. This communicative aspect of language is my main concern. The thesis defines the theoretical and practical implications of an action-orientated language teaching environment. I base my own work on the theory of speech acts as elaborated by John L. Austin and John R. Searle, as well as Ludwig Wittgenstein's theory of language games. I corroborate the theory of speech acts as being defined and established in any act of communication, such as a conversation. This leads me to the examination whether such language games can be realized through applying action-orientated teaching methods to teach foreign languages. Within the context of this thesis, I examine whether these methods can effectively improve the student's ability to communicate. This work favors integrated methodical procedures that engage the student in playacting in the foreign tongue.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.30167 |
| Date | January 2000 |
| Creators | Fischaess, Frank. |
| Contributors | Sakayan, Dora (advisor), Goldsmith-Reber, Trudis (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | ge |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of German Studies.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001764144, proquestno: MQ64149, Theses scanned by UMI/ProQuest. |
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