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Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts

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.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.30167
Date January 2000
CreatorsFischaess, Frank.
ContributorsSakayan, Dora (advisor), Goldsmith-Reber, Trudis (advisor)
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
Languagege
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of German Studies.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 001764144, proquestno: MQ64149, Theses scanned by UMI/ProQuest.

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