LAC 2000
TEMPUS 13533-98
Sofia, 2000
A Knowledge Strategy for Acquisition of Modern Foreign Languages
Table of Contents
1. Framework Curriculum: Level page 3
2. Framework Curriculum: Structure and Content page 4
3. Hypertext Planning Environment page 10
4. Draft 1 of a Linguistic Component Proposal page 11
1. Framework Curriculum: Level
The framework curriculum targets the independent language user (B1/B2) as defined in the Common European Framework (CEF) and the European Language Portfolio (ELP). At this target level, the learner
· Can understand the main points of clear standard input on familiar matters, rgularly encountered in work, school, leisure, etc.
· Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
· Can produce simple connected text on topics, which are familiar or of personal interest.
· Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and expectations for opinions and plans.
The framework curriculum is designed for university undergraduate students. The age group concerned extends from 18 to 22 years.
2. Framework Curriculum: Structure and Content
The framework curriculum is organised on the basis of a programme of study (Part 1) and a specification of attainment targets (Part 2). Part 1 sets out what students should be taught and Part 2 defines the expected standard of students’ performance.
Part 1 – Programme of Study
This part of the curriculum consists of two sections (learning and using the target language and areas of experience) which should be taught together.
· Learning and using the target language
This section of Part 1 covers the skills and understanding, which should be developed through activities in the target language (the language being studied).
· Areas of experience
This section of Part 1 lists the broad topic areas, which should be explored through the target language. This section provides contexts for learning and using the target language.
The areas of experience are the personal domain, the public domain, the educational domain and the occupational domain.
Part 2 – Attainment Targets
This part of the framework curriculum sets out the expected standard of students’ performance. It describes the type and range of performance that students should characteristically demonstrate.
The four attainment targets are presented in a specific order. It is related to the statement of the framework curriculum level (cf. supra) and indicates the priority of the receptive over the productive language skills established. Students should be given opportunities to take part in activities in the target language that, where appropriate, combine two or more language skills.
· Attainment target 1 - Reading and responding
· Attainment target 2 - Listening and responding
· Attainment target 3 - Speaking and interacting
· Attainment target 4 - Writing
Part 1 – Programme of
Study
1.1. Learning and using the target language
This section is subdivided into three further sections which, nevertheless, are interrelated.
1.1.1. Communicating in the target language – communicative competence (linguistic component, socio-linguistic component and pragmatic component) and use of language for real purposes (communicating in direct contact or by telephone, electronic mail, letters, etc.).
1.1.2. Language skills – reception, production, interaction and mediation in oral or written form or both.
Language accuracy: Students can generally correct slips and mistakes if they become conscious of them or if the yhave led to misunderstandings. Students can use reasonably accurately a repertoire of frequently used ‘routines’ and patterns that the have learnt to associate with more predictable situations.
Discourse coherence: Students can use a number of cohesive devices to link sentences into a clear, connected discourse.
1.1.3. Cultural awareness – knowing how to discover ‘otherness’ working with authentic materials, including newspapers, magazines, books, films, radio, television from the countries of the target language, communicating with native speakers, using the Internet and knowing poems, songs, jokes, sayings, etc.
1.2. Areas of experience
This section too is subdivided into several further sections.
1.2.1. Personal domain – everyday activities, including the language of the classroom, home life and school, food, health and fitness, and personal and social life, including self, family and personal relationships, pets and domestic animals, free time and social activities, penfriends, hobbies, holidays and special occasions (personal, local, national, religious, etc.)
1.2.2. Public domain – the world around us, including home, town and local area, the natural and made environment, people, places, customs, and the international world, including tourism at home and abroad, life in other countries and communities, world events and issues, etc.
1.2.3. Educational domain – the world of school and university, including education and training, school and university subjects and disciplines, sciences and arts, careers and employment.
1.2.4. Occupational domain – the world of work, including professional opportunities and communication in the workplace.
Part 2 – Attainment Targets
2.1. Attainment target 1 – Reading and responding
Students show understanding of a variety of types of written material taken from a range of sources, such as newspapers, books, the Internet. When reading for personal interest and for information, they consult a range of reference sources as appropriate. They cope with unfamiliar topics involving more complex language and recognise attitudes and emotions.
2.2. Attainment target 2 – Listening and responding
Students show understanding of a variety of types of spoken material taken from a range of sources (including a range of regional and national accents) such as news items, interviews, documentaries, films and plays. When listening, they draw inferences, recognise attitudes and emotions.
2.3. Attainment target 3 – Speaking and interacting
Students present descriptions on a range of subjects related to their fields of interests. They narrate a story or relate the plot of a book or film and describe their reactions.
As they progress through their studies, students will increasingly show confidence in dealing with unpredictable elements in conversations and with people whose accent may be unfamiliar. They discuss facts, ideas and experiences using a range of vocabulary and structures.
2.4 Attainment target 4 – Writing
As they progress through their studies, students will increasingly show confidence in expressing ideas, opinions or personal points of view and in seeking the views of others. They develop the content of what they have read, seen or heard. They write letters highlighting the personal significance of events and experiences. They produce sequences in which spelling and grammar are generally accurate, logical progress and paragraphing are acceptable, and style is appropriate to the context. They increasingly use reference materials to extend their range of language and improve accuracy.
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Attainment targets ~~~~~~~~~~~~~~~~~~~
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Attainment targets
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Figure
1: The HTPE model, including the nodes and links of communicative language
competence, language activities, domains, etc.
3. Hypertext Planning Environment
The framework curriculum is organised on the basis of the Hypertext Planning Environment (HTPE). HTPE is a non-linear and non-sequential network model in which each element is related to all other elements. HTPE consists of nodes and links. A node stores information (linguistic, experiential, etc.) and a link represents semantic relations between nodes. The structure and content of the HTPE, which includes all curriculum components, is shown in Figure 1.
Curriculum planners and users are advised to construct the programmes of study and areas of experience (Part 1 of the framework curriculum) to suit their particular educational environments, on the basis of the HTPE, and to apply them in the pedagogical process for achieving the attainment target (Part 2 of the framework curriculum).
Teachers may interpret, develop or supplement the HTPE in conjunction with the students. Students should be given opportunities to take part in activities in the target language that, where appropriate, combine two or more language skills. Teachers should consider the best interests of students when planning their coverage of the HTPE to ensure that all students are suitably challenged.
HTPE promotes the development of self-aware, self-reliant and responsible citizens. It advocates diversity of cultures, languages and ways of life and raises awareness of and tolerance to ‘otherness’.
4. Draft 1 of a Linguistic Component Proposal
English page 13
French page 22
German page 27
Italian page 33
Korean page 36
Russian page 37
Spanish page 41
The following specification of language functions and their exponents for, in alphabetical order, English, French, German, Italian, Korean, Russian and Spanish is based on the Project Documents and the FLT tradition in this country. It defines the linguistic component of the curriculum with regard to language functions. This subject area is structured into a number of broad categories, e.g. imparting and seeking factual information, expressing and finding attitudes and emotions, deciding on a course of action, socialising, structuring discourse, communication repair.
The linguistic component is also constituted by the grammatical, lexical and pronunciation aspects of the target language. It has been developed for English. The grammatical, lexical and pronunciation inventories, presented as exponents of the language functions specified, are not intended to be exhaustive; they only represent the proficiency level defined. Their structure includes:
· Grammar – sentence patterns, syntax, morphology, stylistic problems, punctuation;
· Vocabulary – general and specific lexis, lexical phrase discourse organisers;
· Pronunciation – basic model, performance target, speech sounds, intonation and stress.
English
The
following specification of language functions and their exponents is based on
the Project Documents and the ELT tradition in this country. It defines the
linguistic component in 4 subject areas: language functions, grammar,
vocabulary and pronunciation. The inventories are not intended to be
exhaustive; they are only representative of the communicative competence level
defined.
Language Functions
This
subject area is structured into 6 broad categories: imparting and seeking
factual information, expressing and finding attitudes and emotions, deciding on
a course of action, socialising, structuring discourse, communication repair.
Imparting and Seeking Factual Information
Identifying
(defining)
Reporting
(describing and narrating)
Correcting
Asking
and answering for confirmation or for information
Expressing and Finding Attitudes and Emotions
Factual
Expressing
agreement and disagreement
Enquiring
about agreement and disagreement statement
Denying
something
Stating
whether one knows or does not know a person, thing, fact or action
Enquiring
whether one remembers or has forgotten a person, thing, fact or action
Expressing
degrees of probability or certainty
Expressing/denying
necessity, obligation, inability to do something
Enquiring
about ability/inability to do something
Expressing/enquiring
whether something is or is not permitted or permissible
Granting
and withholding permission
Volitional
Expressing/enquiring
about wants/desires
Expressing/enquiring
about intentions
Expressing/enquiring
about preference
Emotional
Expressing/enquiring
about pleasure/happiness or displeasure/unhappiness
Expressing/enquiring
about liking/disliking
Expressing/enquiring
about satisfaction/dissatisfaction
Expressing/enquiring
about interest/lack of interest
Expressing
surprise/lack of surprise
Expressing
love, hope, fear, worrying, disappointment
Expressing
humour
Expressing
gratitude
Reacting
to an expression of gratitude
Moral
Offering
and accepting an apology
Expressing/enquiring
about moral obligation
Expressing/enquiring
about approval/disapproval
Expressing
regret, sympathy, indifference
Deciding on a Course of Action
Suggesting
a course of action (involving both speaker and addressee)
Agreeing
to a suggestion
Requesting
someone to do something
Advising
someone to do something
Warning
others to do something or to refrain from doing something
Instructing
or directing someone to do something
Inviting
someone to do something
Requesting/offering
assistance
Accepting/declining
an offer or invitation
Enquiring
whether an offer or invitation is accepted or declined
Socialising
Attracting
attention
Greeting
people (formal or informal)
Replying
to greetings
Addressing
a friend or a stranger
Introducing
someone to someone else (formal or informal)
Reacting
to being introduced (formal or informal)
Congratulating
someone
Taking
leave
Structuring Discourse
Opening
(formal or informal)
Hesitating,
e.g. looking for words, for forgotten name
Correcting
oneself
Introducing
a theme
Changing
a theme
Enumerating
Exemplifying
Emphasising
Expressing
an opinion
Summarising
Showing
that one is following a person’s words
Indicating
a wish/encouraging someone to continue
Interrupting
Asking
someone to be silent
Indicating
that one is coming to an end
Closing
Giving
over the floor
Telephoning:
Opening
(on answering a call or when initiating a call)
Asking
for a person
Asking
someone to wait
Asking
whether you are heard/understood
Giving
signals that you are hearing/understanding
Letter-writing:
Opening
(if the name is known or unknown)
Closing
Communication Repair
Signalling
non-understanding
Asking
for repetition of a sentence/word/phrase
Asking
for confirmation of understanding
Asking
for clarification
Asking
someone to spell something
Asking
for something to be written down
Expressing
ignorance of a word/phrase
Appealing
for assistance
Asking
someone to speak more slowly
Paraphrasing
Repeating
what one has said (simply repeating as spoken or ‘he/she said that’ + indirect
speech form)
Spelling
out/supplying a word or phrase
Grammar
The
learner should be familiar with and be able to use the following aspects of
grammar of oral and written English. The grammatical inventory is not exhaustive;
it is only representative of the communicative competence level defined.
Sentence
patterns in English
Subject
Verb
Complement
Modifier
Word-order
(basic and derived patterns)
The
noun phrase
Count
and non-count nouns
Determiners
Nouns
– number, case, gender (pronominalisation of animate nouns –
he/she/who/somebody, pronominalisation of inanimate nouns – it/which/something)
Plural
expressions in compound adjectives (a ten-pound note)
Nouns
– word-formation (derivation, conversion)
Compound
nouns (photocopy, letter-box, coffee cup)
The
verb phrase
Tenses
and aspects
Narrative
tenses (past simple, past perfect, past continuous, past perfect continuous,
future-in-the-past)
Future
forms (will, going to, present continuous, present simple, future continuous, future
perfect)
Phrasal
verbs
Adjective
+ preposition
Noun
+ preposition
Verb
+ preposition
Subject-verb
agreement
Modal
auxiliary verbs (will, must, should, may, might, could, would, can, need, etc.)
Conditional
sentences
Type
1 (based on fact in real time)
Type
2 (unreal conditions in the present or the future)
Type
3 (unreal conditions in the past)
Verb
patterns in reported speech
Verb
+ object + infinitive
Verb
+ that + clause
Verb
+ -ing
Verb
+ infinitive
Relative
clauses
Defining/non-defining
clauses
Optional
relative clause reduction
Passive
voice
Present
subjunctive (‘she insisted that she help him’)
Past
subjunctive (‘I wish she were here now’)
Adjectives
and adverbs
Common
stylistic problems
Sequence
of tenses
Say/tell
Antecedents
of pronouns
The
pronouns ‘one’ and ‘you’
Participles
as adjectives
Redundancy
Parallel
structures
Transformation
of direct and indirect objects
Adverbial
modifiers at the beginning of the sentence
Punctuation
Commas
Direct
speech
Apostrophes
Semicolon
Colon
Brackets
Hyphen
Vocabulary
The
vocabulary component is to be determined on the basis of the content
specification of the communicative competence level defined. The concrete
learning environments should offer alternative exponents of the language
functions. Therefore, this document does not include a specific vocabulary
inventory. For a model word-list, the user of the curriculum is referred to the
Threshold Level 1990 document of the Council of Europe.
The
learner should be familiar with and be able to use specific lexical phrase
discourse organisers:
·
Global
Discourse Organisers
Topic
Markers
To
begin with,
Let
me start with...
The
first thing is...
Let
us first deal with…
First
of all,
One
thing about all of this...
I
would like to mention...
Topic
Shifters
On
the other hand,
Besides
that,
Despite
this,
In
addition,
Furthermore,
Let
us look at...
Back
to...
This
leads to...
That
points the way to...
By
contrast,
Summarisers
To
summarise,
All
this says is...
In
short,
In
conclusion,
Finally,
One
final point is...
So this
seems to be...
My
point is that...
My
own belief is that...
In
fact, in my opinion,
·
Local
Discourse Organisers
Exemplifiers
For
example/instance, [do not use e.g.]
One
of the ways this can be seen is...
One
way is…
Take
X, for instance,
We
can see this if we look at...
One
of them is...
We
should see this in...
X
is what I mean by Y.
Consider
examples from two quite different domains.
Relaters
That
is, [do not use i.e.]
In
other words,
For
this reason,
In
consequence,
As
a result,
In
this respect,
In
fact,
This
ties in with...
It
has to do with...
That
goes not only for X but also for Y.
The
other thing X is Y.
Along
the same lines,
We
should think of this not so much as X but as Y.
To
return to the point,
Aside
from this,
Whichever
way it is,
In
the same way,
Put
another way,
With
respect to X,
The
question naturally arises whether...
The
surprising thing is that...
Seen
from this point of view,
Here
an analogy may be drawn to...
Evaluators
And
that is really the key to...
We
should be careful not to...
But
as a matter of fact,
The
X I would offer is Y.
It
depends on how we define...
So
far as I know,
As
far as I can tell,
That
is true, but...
It
does not mean that...
It
is only in X that Y.
It
would be misleading to suggest, however, that...
To
my knowledge,
It
is worth noting that...
Problem
vocabulary and prepositions
Commonly
misused words
Confusingly
related words
Verbal
idioms
Use
of prepositions (nouns + prepositions, verbs + prepositions, adjectives +
prepositions)
Pronunciation
Basic
model
The
recommended language norm is British RP. It has wide currency in the European
context, is readily understood, is adequately described in textbooks and
dictionaries and has ample recorded material available for the learner.
Furthermore, that choice of basic model is made in accordance with the
pedagogic tradition in this country.
Performance
target
The
required performance level is defined as high acceptability, i.e. one which in
production is as readily intelligible as that of a native speaker. The performance
target allows the learner to understand without difficulty the important forms
of English (British and American pronunciation) in reception. In production,
the learner is expected to be able to use British RP. The learner may be
permitted certain tolerances in his or her pronunciation, provided that speech
retains its intelligibility and internal consistency, i.e. it is not a mixture
of regional varieties and styles. The performance target is to be achieved at
the end of the instruction period. Standard American pronunciation (provided,
cf. supra, it is consistent) is also acceptable.
Speech
sounds
The
learner should master the phonetic (allophonic) realisation of the phonemes of
the language norm selected (e.g. British RP): monophthongs, diphthongs,
semivowels and consonants. He or she is allowed some latitude in the
pronunciation of the segmental phonemes, i.e. the choice of allophonic variants
and in particular those of vowels. The learner should master the following
characteristics of sounds in context:
(a)
Elision
of alveolar stops occurring medially in clusters of three consonants brought
together at word boundaries, e.g. left turn, mashed potatoes, jogged by.
(b)
Assimilation
of sounds usually resulting from the inevitable accommodation, which takes place
between two articulations in the speech continuum.
The
learner should be able to receive the highly elided and assimilated speech
produced by native speakers.
Intonation
and stress
The
learner should master the following aspects of intonation and stress in
connected speech:
(a)
Tones
(the types of pitch-change, which takes place on the nucleus of the
tone-group). The falling tone in statements, special questions and
question-tags expecting confirmation of a statement. The rising tone in general
questions and question-tags requesting information. The learner should be aware
of the following attitudinal meaning of the general pitch level of the speech
segment preceding the nucleus of the tone-group: a high level usually indicates
enthusiasm, interest, liveliness; a low level usually gives an impression of a
perfunctory, uninterested, surly or suspicious attitude.
(b)
Stressed
syllables. One-syllable words of major word-classes (nouns, verbs, adjectives,
adverbs). The accented syllables of words of more that one syllable of major
word-classes.
(c)
Unstressed
syllables of prepositions, pronouns, articles and the unstressed syllables of
words of more than one syllable. The learner should be able to produce the
correct reduction of the unaccented grammatical items.
French
Francais
Actes
de parole
Donner et demander des informations
Faire
l’hypothese qu’un fait est vrai
Hypothese
simple
Eventuel
Irreel
Poser
un fait comme:
Vrai
Necessaire
Certain
Apparent
Probable
Possible
Contingent
Improbable
Impossible
Faux
Insister
sur un fait (emphase)
Emphase
intensive
Emphase
oppositive
Annoncer,informer
d’un fait
Signaler,
avertir, prevenir, mettre en garde
Rappeler,
repeter
Donner
son opinion sur la verite d’un fait
Savoir,
se souvenir, se rappeler
Conviction
Opinion
Doute
Ignorance
Presupposer
qu’un fait est vrai
Demander
information factuelle
Demander
si un fait est vrai (question totale)
Demander
information sur un fait (question partielle)
Demander
opinion sur la verite d’un fait
Demander
accord sur la verite d’un fait
Prendre position
Reagir
aux faits et aux evenements
Se
feliciter
Feliciter
Se
plaindre
Plaindre
Juger
l’action accomplie par autrui
Approuver
Accuser
Excuser,
pardonner
Critiquer
Disapprouver,
reprocher, protester
Juger
l’action accomplie par sol-meme
Se
feliciter
S’accuser,
avouer
S’excuser
Juger
enonciation
Approuver/disapprouver
enonciation
Critiquer
enonciation
Demander
jugement sur une action accomplie par sol-meme
Demander
avis
Demander
d’approuver
Demander
de desapprouver
Demander
de reagir par rapport a une action accomplie
Demander
de demander pardon
Demander
de remercier
Demander
de pardonner
Faire des projets d’action
Proposer
a autrai de faire de faire soi-meme
Proposer,
offrir
Promettre
Demander
a autrai de faire soi-meme
Demander
la parole
Demander
permission
Demander
dispense
Proposer
a autrui de faire ensemble
Proposer,
suggerer
Inviter
Proposer
a autrui de faire lui-meme
Suggerer
Proposer
Conseiller
Recommander
Deconseiller
Permettre,
autoriser
Dispenser
Demander
a autrui de faire lui-meme
Demander
Inviter,
ecourager
Menacer
d’une sanction
Promettre
une recompense
Ordonner
Defendre,
interdire
Prier,
supplier
Interpeller
En
champ libre
Au
telephone
Correspondance
Appeler
a l’aide
Demander
de parler
Demander
propositions d’action
Demander
de (ne pas) transmettre
Exprimer des attitudes et des sentiments
Faisabilite/infaisabillite
Facilite/difficulte
Utilite/inutilite
Indispensabilite
Devoir
Obligation
Interdiction
Permission
Volition
Indecision
Indifference
Desir
Crainte
Intention
Volonte
Competence/incompetence
Capacite/incapacite
Motivation
But
Echec,
reussite
Dispositions
subjectives
Dispositions
objectives
Responsabilite
Affectivite
Interet,
appreciation, preference, admiration
Sympathie,
amitie, amour
Pitie
Antipathie,
hostilite, haine, dedain, mepris
Confiance,
mefiance
Gratitude/ingratitude
Rancune,
ressentiment
Fierte,
honneur, honte, deshonneur
Surprise,
etonnement, indifference
Satisfaction,
contentement, plaisir, bonheur, joie, fascination
Insatisfaction,
deception, regret, depit, deplaisir
Souci,
tristesse, chagrin, desespoir, malheur
Envie,
jalousie
Irritation,
indignation
Ennui,
embarras, inquietude, angoisse
Bonne
et mauvaise humeur
Realiser des actes sociaux
Saluer
Prendre
conge
A
l’oral
Correspondance
Presenter
quelqu’un
Se
presenter
Presenter
sa sympathie, ses condoleances
Souhaiter
quelque chose a quelqu’un
Remercier
S’excuser
Trinquer
Effectuer des operations discursives
Illustrer,
donner des exemples
Preciser
Citer
(S’)expliquer
Nommer
Comparer
Argumenter
Prouver,
demontrer
Juger,
evaluer, apprecir
Decrire
Enumererraconter
Rapporter
discours
Resumer
Effeurer
Evoquer,
faire allusion a
S’etendre
sur
Epeler,
dicter
Syllaber
Gloser
Paraphraser,
explicitertraduire
Se
reprendre
Se
corriger
Corriger
autrui
Engager
conversation
Prendre
la paroleannoncer plan, points
Marquer
e debut d’un point
Conclure
Faire
une transition
Faire
une digression
Poursuivre
Demander
de se taire
Demander
de repeter
Demander
de paraphraser, d’expliciter
Demander
de preciser
Demander
raisons
Demander
consequences
Demander
intentions enonciatives
Interpreter
enonciation
German
Deutsch
Sprechakte
Informationsaustausch
Mitteilung
Identifizieren,
benennen
Feststellen,
behaupten (als gegeben darstellen, als nicht gegeben darstellen, als
sebstverstandlich darstellen, als sicher darstellen, als offenbar darstellen,
als wahrscheinlich darstellen, als moglich darstellen, als unsicher darstellen,
als unwahrscheinlich darstellen, als unmoglich darstellen)
Verallgemeinern,
generalisieren
Beschreiben
Erklaren
Auf
etwas aufmerksam machen
An
etwas erinnern
Bericten
Auserungen
wiedergeben
Ankundigen
Hypothetisch
sprechen (von Eventualfallen sprechen, von irrealen Sachverhalen sprechen)
Versichern,
beteuern
Frage
Informationen
erfragen
Sich
vergewissern
Antwort
Bejahen
Verneinen
Auskunft
geben
Nichtwissen
ausdrucken
Antwort
verweigern
Ausdruck
kognitiver Einstellungen
Wissen
ausdrucken
Uberzeugung
ausdrucken
Glauben
ausdrucken
Vermutungen
ausdrucken
Zweifel
ausdrucken
Frage
nach kognitiver Einstellung
Nach
Wissen fragen
Nach
Uberzeugung, Glauben, Vermutungen fragen
Bewertung; Kommentar
Meinungsauserung
Meinungen,
Ansichten ausdrucken
Partei
nehmen
Beurteilung
von Zustanden, Ereignissen, Handlungen
Loben,
positiv bewerten
Billingen
Dankend
anerkennen
Verzeihen
Sich
entschuldigen
Kritisieren,
negativ bewerten
Misbilligen
Vorwurfe
machen, beschuldigen
Bedauern
Rechtfertigung
Begrunden,
rechtfertigen
Zugeben,
eingestehen
Sich
entchuldigen
Bitte
um Stellungnahme
Meinungen
erfragen
Um
Beurteilung bitten
Zustimmung
suchen
Rechtfertigung
verlangen
Kommentar
za Behauptungen, Meinungen
Zustimmen,
beipflichten
Widersprechen
Korrigieren
Einraumen
Einwenden,
anzweifeln
Auf
etwas beharren
Widerrufen
Ausdruck
evaluativer Einstellungen, Werthaltungen
Interesse
ausdrucken
Gefallen
ausducken
Wunschvorstellungen
ausdrucken
Vorliebe
ausdrucken
Indifferenz
zusdrucken
Musfallen
ausdrucken
Desinteresse
ausdrucken
Frage
nach evaluativen Einstellungen, Werthaltungen
Nach
Interesse fragen
Nach
Wertschatzung fragen
Nach
Wunschvorstellungen fragen
Nach
Vorliebe fragen
Gefuhlsausdruck
Sympathie
ausdrucken
Mitgefuhl
ausdrucken
Antipathie
ausdrucken
Begeisterung
ausdrucken
Freude
ausdrucken
Zufriedenheit
ausdrucken
Uberraschung
ausdrucken
Erleichterung
ausdrucken
Enttauschung
ausdrucken
Besturzung
ausdrucken
Gelassenheit
ausdrucken
Gleichguligkeit
ausdrucken
Resignation
ausdrucken
Ratlosigkeit
ausdrucken
Angst
ausdrucken
Kummer
ausdrucken
Traurigkeit
ausdrucken
Unzufriedenheit
ausdrucken
Langeweile
ausdrucken
Ungeduld
ausdrucken
Verargerung
ausdrucken
Abscheu
ausdrucken
Schmerz
ausdrucken
Handlungsregulierung
Aufforderung
Jemanden
auffordern
Auffordern
zu gemeinsamem Handeln
Bitten
Um
Hilfe bitten
Wunsche
ausern
Verlangen,
kaufen
Bestellen
Auftrage
geben
Gebieten
Anordnen,
befehlen
Verbieten
Instruieren
Reklamieren
Drangen
Warnen
Drohen
Ermuntern
Vorschlagen
Raten
Erlaubnis-Erlaubnisverweigerung
Erlauben
Verpflichtungen
aufheben
Erlaubnis
verweigern
Konsultation
Um
Erlaubnis bitten
Um
Vorschlage bitten
Um
Rat fragen
Um
Instruktion bitten
Angebot
Nach
Wunschen fragen
Dinge
anbieten
Anbieten,
etwas zu tun
Hilfe
anbieten
Einladen
Versprechen
Einwilligung
– Weigerung
Einwilligen
Vereinbaren
Angebote
annehmen
Sich
weigern
Angebote
ablehnen
Zogern
Ausdruck
handlungsbezogener Einstellungen und Voraussetzungen
Intention
(Absicht ausdrucken, Entschlossenheit ausdrucken, Unentschlossenheit
ausdrucken, Absichtslosigkeit ausdrucken, Verzicht ausdrucken)
Motivation
(Handlungswunsch ausdrucken, Praferenz ausdrucken, Handlungszweck ausdrucken)
Realisierbarkeit
(Fahigkeit ausdrucken, Zustandigkeit ausdrucken, Kompetenz ausdrucken,
Bereitsein ausdrucken, Mochbarkeit ausdrucken, Nichtmachbarkeit ausdrucken,
Verhindertsein ausdrucken, Nicht-Zustandigkeit ausdrucken, Unfahigkeit
ausdrucken)
Verpflichtung
(auf Verpflichtung hinweisen, auf Verbote hinweisen, auf Erlaubtheit hinweisen)
Frage
nach handlungsbezogenen Einstellungen und Voraussetzungen
Intention
(nach Absicht fragen, nach Entschlossenheit fragen)
Motivation
(nach Handlungswunsch fragen, nach Praferenz fragen, nach Handlungszweck
fragen)
Realisierbarkeit
(nach Fahigkeit fragen, nach Zustandigkeit fragen, nach Kometenz fragen, nach
Bereitsein fragen, nach Machbarkeit fragen)
Verpflichtung
(nach Verpflichtung fragen, nach Erlaubtheit fragen)
Soziale Konventionen
Kontaktaufnahme
Jemaden
begrusen
Zuruckgrusen
Nach
dem Befinden fragen
Auf
Frage nach dem Befinden reagieren
Sich
vorstellen
Jemanden
vorstellen
Reagieren,
wenn sich jemand vorstellt ode vorgestellt wird
Jemanden
ansprechen
Reagieren,
wenn man angesrochen wird
Um
Erlaubnis bitten einzutreten
Jemanden
hereinbitten
Sich
als Anrufender am Telefon vorstellen
Sich
als Angerufener am Telefon melden
Anrede
in Briefen
Kontaktbeendigung
Sich
verabschieden
Abschiedsgrus
erwidern
Jemandem
Grusse auftragen
Versprechen,
Grusse auszurichten
Sich
am Telefon verabschieden
Abschiedsgrus
am Telefon erwidern
Schlus,
Grusformeln in Briefen
Stabilisierung
von Kontakten
Sich
entschuldigen
Auf
Entschuldigungen reagieren
Sich
bedanken
Auf
Dank readieren
Komplimente
machen
Auf
Komplimente reagieren
Gratulieren
Auf
Gratulation reagieren
Gute
Wunsche aussprechen
Auf
gute Wunsche reagieren
Jemandem
zutrinken
Auf
Zutrunk reagieren
Redeorganisation und Verstandigungssicherung
Wechselrede
Ums
Wort bitten
Jemanden
unterbrechen
Anzeigen,
das man weiter sprechen will
Aufmerksamkeitdes
Horers suchen
Das
Wort uberlassen, ubergeben
Zum
Sprechen auffordern
Zur
Kenntnis nehmen
Zum
Schweigen auffordern
Verstandigungssicherung
Ruckfragen
Um
Wiedererholung bitten
Bitten
zu buchstabieren
Nicht-Verstehen
signalisieren
Um
sprachliche Erklarungen zu Auserungen bitten
Um
Explizierung, Kommentierung bitten
Buchstabieren
Verstehen
signalisieren
Kontrollieren,
ob man akustisch verstanden wird
Kontrollieren,
ob Inhalt/Zweck eigner Auserungen verstanden werden
Eigene
Auserungen explizieren, kommentieren
Redestrukturierung
Auserung
einleiten
Zogern,
nach Worten suchen
Um
Ausdruckshilfe bitten
Sich
korrigieren
Umschreiben
Aufzahlen
Bispiel
geben
Thema
wechseln
Zusammenfassen
Betonen,
hervorheben
Auserung
abschliesen
Italian
Italiano
Atti
comunicativi
Dare
e cercare informazione effettiva
Identificare,
definire
Asserire
che si e/non si e verificato qualcosa
Riportare,
raccontare, descrivere
Annunciare,
informare di un fatto
Chiedere
informazioni su dei fatti
Rispondere
per dar informazioni su dei fatti
Esprimere, indagare atteggiamenti e opinioni
Esprimere
un atteggiamento, conoscenza
Esprimere
d’accordo/disaccordo
Sapere/non
sapere
Credere/non
credere
Ricordare/dimenticare
Chiedere
opinioni
Formulare
opinioni
Ipotesi
di eventualita
Opotesi
di irrealta
Esprimere
e indagare sul carattere di un fatto
Porre
un fatto come vero/falso
Domandare
accordo sulla verita di un fatto
Porre
un fatto come conseguenza inevitabile di un altro innegabile in se
Porre
un fatto come certo
Porre
un fatto come apparente
Porre
un fatto come possibile/impossibile
Porre
un fatto come probabile/improbabile
Porre
un fatto come necessario/non necessario
Porre
un fatto come facile/difficile
Esprimere
che qualcuno e/non e capace di fare un’azione
Esprimere
stati emotivi, sentimenti, morale
Interesse,
simpatia
Approvazione,
d’accordo
Piacere,
ammirazione
Gioia,
felicita
Amicizia,
amore
Preferenza
Pieta,
partecipazione
Speranza
Sollievo
Sorpresa
Indifferenza,
pazienza, rassegnazione
Antipatia
Disapprovazione
Incredulita
Noiainsoddisfazione,
delusione, rimpianto
Preoccupazione
Dispiacere
Tristezza,
infelicita, disperazione
Diffidenza,
sfiducia
Irritazione,
rabbia
Timore,
paura
Cattivo
umore, depressione
Progetti di azione
Azioni
che riguardano noi stessi
Offrire
di fare qualcosa
Promettere
di fare qualcosa
Esprimere
intenzione/mancanza di intenzione, desiderio, volonta, decisione di fare
Rinunciare
a fare
Proporre
di fare insieme ad altri
Invitare
qualcuno, incitare
Esprimere
obbligo, dovere, impegno
Azioni
che riguardano gli altri
Suggerire,
consigliare che gli altri facciano qualcosa, esigere
Raccomandare,
incoraggiare
Avvertire,
segnalare
Dare/chiedere
instruzioni, reclamare
Permettre
ad altri di fare/negare il permesso
Dispensare
di fare
Invitare
a fare
Pregare,
chiedere, ordinare
Chiedere
di non fare
Convenzioni sociali
Attirare
l’attenzione
Iniziare
un contatto
Salutare
e rispondere al saluto
Esprimere
auguri e rispondere
Presentarsi,
presentare qualcuno, reazioni
Ringraziare
e rispondere al ringraziamento
Scusari
e rispondere alle scuse
Presentare
le simpatie, le condoglianza
Invitare
qualcuno e rispondere all’invito
Chiedere
il permesso di fare qualcosa e concedere il permesso
Chiamare
per telefono e rispondere al telefono, formule di chiusurarivolgersi a persone
per mezzo di’lettre
Congratularsi
e rispondere alle congratulazioni
Fare
auguri e rispondere
Formule
di chiusura di lettre
Congedarsi,
mandare dei saluti a qualcuno
Chiedere
un favore e rispondere
Brindare
Tecniche
della comunicazione
Chiedere
e dare la parola, interrompere l’interlocutore
Invitare
a parlare, a tacere
Nominare
Illustrare,
portare esempi, prendere nota di qualcosa
Spiegar/si
Assicurarsi
che ci si e spiegati
Segnalare
di aver/non aver sentito
Enumerare
Raccontare,
riassumere, descrivere
Demonstrare,
provare
Paragonare
Definire
Analizzare
Classificare
Correggersi
Fare
una digressione
Soffermarsi
Enfasi
sull’atto di asserire qualcosa
Concludere
Strategie
di correzione
Segnalare
di non aver capito
Chiedere
di ripetere, di sillabare
Chiedere
un chiarimento
Dire
di non conoscere
Chiedere
di parlare piu lentamente
Chiedere
di perifrasare
Chiedere
di descrivere con particolarita
Chiedere
di identificare mostrando
Ricorrere
al soccorso di un’altra persona, di un dizionario, ecc.
Cambiare
discorso
Sintetizzare,
rilevare, sottolineare, concludere il discorso
Korean
This
section has been published separately with the support of the Korea Foundation:
A. Fedotoff, G.J. Choi, T. Shopov, 2000, Making
the Grade, Sofia: Exel-M Publishers.
Russian
Русский язык
Речевые действия
Выражение и поиск фактической
информации
Идентификация
Сообщение (описание, повествование)
Коррекция, уточнение
Выяснение информации
Ответы на вопросы
Выражение интеллектуальных
отношений
Выражение согласия/несогласия
Выяснение согласия/несогласия
Негативное утверждение как несогласие
Знание
Утверждение о знании
Вопрос о знании
Припоминание
Выяснение о чем помнит собеседник
Субективная модальност
Выражение вероятности
Выяснение степени вероятности
Выражение и отрицание необходимости, включая
логическое заключение
Выяснение необходимости
Выражение/выяснение степени неопределенности
Объективная модальность
Обязятельность
Выяснение обязательности
Компетентность
Способность/неспособность что-либо сделать
Выяснение способности/неспособности
Разрешение/неразрешение
Выяснение возможности разрешения
Предоставление разрешения
Отказ о тразрешении
Неразрешение
Запрещение
Волеизъявление
Выражение желания, потребности
Выяснение желания, потребности
Выражение/выяснение намерения
Выражение/выяснение предпочтения
Эмоциональная оценка
Выражение радости, удовольствия
Выражение неудовольствия, огорчения
Вопрос об удовольствия, неудовольствии, радости
Выражение/выяснение симпатии, расположения
Выражение/выяснение антипатии
Выражение удовлетворения/неудовлетвоения
Вопрос об удовлетворенности/неудовлетворености
Выражение интереса/отсуствия интереса
Выражение заинтересованности в чем-то/безразличия
Выражение удивления
Реакция на удивление
Отсуствие удивления
Вопрос по поводу удивления
Выражение надежды
Выражение разочарования, досады
Выражение растерянности
Выражение боязни, страха, беспокойства
Успокаивание
Вопрос по поводу страха, боязни
Выражение моральных обязятельств
Выражение одобрения/неодобрения
Вопрос об одобрении/неодобрении
Выражение раскаяния
Выражение сожаления
Выражение сочувствия
Воздействие, убеждение
Предложение действия
Согласие с предложением
Просьба сделать что-либо
Совет
Предостержение, побуждение к отказу
Побуждение, поощрение к действию
Инструкции, реководства
Презложение помощи
Ответ на предложение помощи
Приглашение к действию
Принятие приглашения
Отказ от приглашения, предложения
Вопрос о принятии предложения или отказе от
предложения
Просьба о конкретной вещи
Уклончивые ответы
Социализация, речевой етикет
Привлечение внимания
Приветствие
Вторая этикетная реплика
Ответ на вторую этикетную реплику
Обращение
Ответ на официальное обращение
Знакомство, представление
Ответ на представление
Прощание
Извинение
Принятие извинений
Благодарность
Ответ на благодарность, любезность, признательность
Комплимент
Ответ на комплимент
Любезность
Поздравление
Ответ на поздравление
Вручение подарка
Ответ при получении подарка
Сочувствие
Соболезнование
Ответ на соболезнование
Тосты
Структурирование речи
Начало
Хезитация
Самокорекция
Введение темы
Выражение собственного мнения
Некатегоричность, допущение вариантов
Реаранжирование речи
Приведение примера
Выделение, подчеркивание
Обобщение, выводы, суммирование
Изменение темы
Просьба к собеседнику об изменении темы
Вопрос о чьем-либо мнении
Игнорирование речи собеседника
Показатели внимания к речи собеседника
Прерывание собеседника, беседы
Просьба соблюдать тишину
Уступить место следующему дикладчику
Указание на желание продолжать
Поощрение продолжать
Указание на то, что речь подходит к концу
Завершение речи
Завершение разгоора, беседы
Стереотипы телефонных разговоров
Стереотипные формулы дружеских писем
Восстановление коммуникации
Сигнал о непонимании
Просьба повторить сказанное
Просьба о повторении слова или фразы, просьба об
уточнении, потверждении часты фразы
Вопрос при непонимании или уточнении
Просьба о разъяснении чего-либо
Просьба расшифровать слово по буквам
Просьба написать что-либо
Сообщение о незнании слова или выражения
Просьба, призыв о помощи в речи
Просьба говорить медленнее
Перифразирование, объяснение другими словами
Повторение того, что сказал собеседник
Выяснение, понял ли вас собеседник
Называние слова, имени, фамилии по буквам
Уточнение значения слова или выражения
Spanish
Espanol
Funciones
linguisticas
Informacion
Pedir/dar
informacion
Pedir
informacion sobre un heco
Manifestar
interes/curiosidad por algo
Preguntar
sobre lo ocurrido
Responder
la pedida de informacion
Respuesta
afirmativa
Respuesta
negativa
Respuesta
dubitativa
Pedir/dar
informacion sobre una persona
Identificar/se
Relatar
Anunciar
Explicar
Describir
Narrar
Resumir
Comentar
Transmitir
do dicho
Corregir
Preguntar/responder
acerca de correcto/incorrecto
Preguntar
si es correcto
Decir
que es correcto
Decir
que no es correcto (argumentos, explicaciones)
Preguntar/respondir
(distntos tipos de preguntas y su respuesta)
Actitudes intelectuales y su comprobacion
Expresar
acuerdo/desacuerdo
Preguntar
acerca de acuerdo/desacuerdo
Responder
acerca de acuerdo/desacuerdo
Estar/ponerse
de acuerdo (argumentos, condiciones)
No
estar de acuerdo (motivos, explicaciones)
Oponerse/contradir
(argumentos, motivos)
Aceptar/declinar
una oferta o una invitacion
Preguntar
acerca de aceptacion o rechazo
Responder
acerca de aceptacion o rechazo
Respuesta
afirmativa (condiciones, posibilidades)
Respuesta
negativa (argumentos, motivos)
Ofrecimiento
para hacer algo
Proponer
un favor o ayuda a alguien
Pedir
favor o ayuda
Decir
que uno se acuerda o se ha olvidado de algo o de alguien
Preguntar
si uno se acuerda o se ha olvidado
Responder
que se acuerda o no se acuerda
Recordar
algo a alguien
Expresar
posibilidad/imposibilidad
Considerar
un hecho posible o imposible
Preguntar
si algo se considera posible o imposible
Responder
que es posible (condiciones)
Responder
que no es posible (explicaciones, argumentos)
Expresar
capacidad/incapacidad
Preguntar
acerca de capacidad/incapacidad
Responder
acerca de capacidad/incapacidad
Decir
que uno puede hacer o no hacer algo (argumentos)
Decir
a alguien que puede o no puede hacer algo (argumentos)
Animar
a algien a hacer algo (argumentos)
Expresar
conclusion logica
Preguntar
si algo se considera como conclusion logica y ‘por que’
Hacer
conclusion logca, deducir
Considerar
algo como conclusion logica (explicaciones, argumentos, motivos)
Expresar
seguridad/inseguridad
Preguntar
si uno esta seguro o no
Preguntar
acerca del grado de seguridad o inseguridad
Responder
acerca de seguridad o inseguridad
Decir
que esta seguro y ‘por que’
Decir
que no esta seguro y ‘por que’
Definir
el grado de seguridad o inseguridad (argumentos)
Expresar
obligacion/no obligacion
Preguntar
si uno esta obligado a hacer algo o no
Responder
que esta obligado o no obligado a hacer algo (condiciones, motivos)
Decir
a alguien que esta obligado o no obligado a hacer algo (cndiciones, motivos)
Obligar
a alguien a hacer algo (explicar ‘por que’, poner condiciones)
Hacer
callar
Autorizar
y pedir permiso
Expresar
autorizacion/falta de autorizacion (condiciones, motivos)
Pedir/solicitar
permiso (argumentos)
Conceder
permiso (condiciones)
Denegar
permiso, prohibir (motivos)
Consultar/expresar
opinion
Pedir
la opinion a alguien
Expresar
opinion
Dar
la opinion
Abstenerse
a dar la opinion
Caracterizar,
calificar, comparar
Aprobar/desaprobar
Rechazar
algo
Criticar/elogiar
Protestar
Exponer
las razones
Considerar
un hecho:cierto/falso, bueno/malo, facil/dificil, hermoso/feo,
necesario/innecesario, probable)
Expresar
duda o suposicion
Preguntar
sobre hechos dudosos o supuestos
Considerar
un hecho dudoso o supuesto
Formular
hipotesis
Preguntar
sobre hipotesis eventuales o irreales
Formular
hipotesis eventuales
Formular
hipotesis irreales
Actitudes emocionales, sentimientos y su comprobacion
Expresar
buen/mal humor
Preguntar
acerca del estado de animo
Expresar
buen humor, buen estado de animo
Expresar
mal humor, mal estado de animo
Expresar
dolor fiscio, lamentarse, quejarse
Expresar
gusto, placer, agrado/falta de gusto, disgusto, desagrado
Preguntar
sobre gustos, placeres
Expresar
lo que a uno le gusta, le agrada
Expresar
lo que a uno no le gusta, no le agrada
Expresar
preferencias
Preguntar
a alguien por sus preferencias
Exponer
sus preferencial
Expresar
interes/falta de interes por algo
Preguntar
a alguien si esta interesado por algo
Expresar
interes
Expresar
falta de interes, indiferencia, aburriemiento
Expresar
simpatia, amistad, amor/antipatia, odio
Preguntar
acerca de las aficiones por algo o alguien
Expresar
aficiones
Expresar
alergia, satisfaccion/tristeza, insatisfaccion, descontendo
Preguntar
acerca de los sentimientos
Expresar
sentimientos
Expresar
optimismo, entusiasmo/pesimismo, desilusion, decepcion, depresion
Expresar
confianza/disconfianza
Expresar
gratitud/ingratitud
Expresar
deseo, voluntad
Preguntar
acerca de los deseos de alguien
Desear,
querer, anhelar algo
Expresar
necesidades
Preguntar
acerca de necesidades
Expresar
necesidades o falta de algo
Expresar
impaciencia, preocupacion, temor, miedo, angustia
Expresar
enfado, indignacion, irritacion, horror
Expresar
Orgullo
Sorpresa
Esperanza
Pena
Lastima
Arrepentimiento
Alivio
Repulsion,
asco
Actitudes morales y su comprobacion
Disculparse,
pedir perdon
Pedir
perdon o disculpa
Responder
a una disculpa
Apreciar
Pedir
aprecio, aprobacion
Expresar
aprecio, aprobacion
Expresar
disaprobacion
Prometer
Pedir
promesa
Dar
una promesa
Expresar
responsibilidad
Persuasion
Solicitar/proponer,
sugerir actividades
Solicitar
activades de otro
Proponer,
sugerir actividades con la participacion del hablante
Aconsejar
Pedir
consejos
Dar
consejos
Avisar,
prevenir
Avisar
Prevenir,
aconsejar a alguien que no haga ciertas cosas
Instruir,
dirigir
Insistir
Usos sociales de la lengua
Saludar,
establecer contactos
Modos
de saludar
Recibir
a alguien
Iniciar/concluir
una conversacion
Informar/se
acerca del estado de salud o de animo
Preguntar
acerca de la salud o del estado de animo
Modos
de responder
Presentarse,
presentar a alguien
Modos
de presentarse
Modos
de presentar a orta persona
Responder
a una presentacion
Despedirse,
despedir a alguienexpresiones de despedida
Modos
de responder
Desear
buena suertemodos de desear buena suerte
Corresponder
al deseo
Atraer
atencion
Reclamar
la atencion de alguien
Manifestar
atencion
Agradecer
Dar
las gracias
Devolver
las gracias
Reprochar
algo a alguienexpresar irritacion y enfado
Insultar
Amenazar
Felicitar
Modos
de felicitar
Responder
las felicitaciones
Brindar
Hacer
un brindis
Desear
buen provecho
Ofrecer
algo
Expresiones
usadas a la entrega de una cosa
Modos
de responder
Hablar
por telefono
Llamar
por telefono
Contestar
una llamada telefonica
Escribir
una carta
Redactar
una carta personal (formulas, expresiones)
Redactar
una carta oficial (formulas, expresiones)