초등영어 교수.학습에서의 의사소통 기능과 언어형식

Communicative Functions and Their Corresponding Language Forms in Elementary English Teaching and Learning

The purpose of this paper is to point out that the selection and specification of the communicative functions for lesson units in the current elementary English textbooks does not seem to be effective for both teachers and little learners because many of the specifications are not made in terms of English teaching and learning but in terms of linguistics, especially, semantics. For example, ‘ascertainment of fact’, the most frequent communicative function in elementary textbooks, is a semantic notion reflecting the speaker's speech act. It does not help teachers and learners recall its corresponding language form because any kind of questions can be said to have the communicative function of ‘ascertainment of fact’. This paper claims that, for an effective English teaching and learning in Korea, the communicative functions to be specified should clearly reflect their corresponding language forms that are productive. An improvement of the current communicative functions in the textbooks has also been tried.