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    APznzab8 SVRR-s6dg TfG1JvIgYDpqoZ2UtJ98czh36s41VC 8x6261RvEy1plHXwOj5qtlEYuzz DUiCy3ahudBinqnl1Q9YWcNI77hS4mlOC xafeU6HAPWMQYWE XmvFP5W1e5fDcx4OpO83QlOC15vQjVH7MVCkgjFLqFLOx5pV5oA34Slq

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    CHAPTER I HLT : Sia P #7: Establishing a Meaningful and Purposeful Context for Language Instruction A context is inefi ; ‘meant is ingful when it matters to students and involves topics and interacti ic ra ‘s cena tat can relate and that they perceive as useful to their 1g and future use of the target language outside of class, Il teachers, includ | A cachers, including those with even the most rudimentary knowledge of in- structional practices in forei mimeo hen ig eck The terms ‘context’ and ‘contextualzaion ate pervasive in methodology vectbooks devon Hs oiering teachers with the theonial tenes ee seer ete ke ae otc foundations of instruction and the ability to erases oieoaei, ‘The purpose of this chapter is to look closely at wha meant by context to describe how conertcan be analyed and applied language ie eee this process, and to understand why it is critically important to eee ee aa 2 last is that it motivates learners by e- ee a ec a pots ot communication in cxltual come 4 acilitates the learning process by making meanings and language functions in speech and in writen texts transparent o students. Although the concept of language function will be explored in greater detail later in the chapter, a language function is defined as what individuals do with language and how they use language to realize a goal, carry out an activity with others, meet their personal needs, or express meanings, to name only a few functional uses of language. All of the following are examples of language functions in context: ordering a meal in a restaurant or online, sending a text message to a friend to ask for directions, exchanging information in a conversation about a current event, expressing an opinion about a character in a film during a class discussion, summa- tizing and discussing information in an academic text. Language uses carry out a multi- tude of language functions throughout the day to manage activities, meet needs, and get things done. The important point here is that for language instruction o be suocesfu it must provide frequent and sufficient opportunities for students o se anguage in contest for various ‘real life’ purposes and end goals. Tr addition, when information and statements are taken ‘out of concext the result is often misunderstanding, confusion, or frustration, Context is therefore an overarching concept cha ll language teachers need to know so that they may competently plan mean- ii i i ii it $0 across a sequence ingful instruction not only in terms of concextuaized lessons bc also acos sequen ms in a coherent fashion. Additionally of instructional moves, materials, and assessme ental to the successful enactment of derstanding the important role of context is fundam ; Stassuaiss Fearuned in the fist HLTP volume and the four practices thar are presented ne Scanned with CamScanner sno Hip Loerge Teaching Pata, ase etn smube next chaps establishing gc, eis presented here a itso", ie ii rd sotha teicher ate able get TP Sit cee Pann thy fae onmunicatve language teaching (Shr the rerm is used in everyday con _ ct ound cums and atone cr iy sisunderstandings. Arend oy ica “Silence bexwen hes wo rr f0 cons ‘contents the what of an act of ¢ my. a deig a harovng psn ong ieevons fanaa dee ech an enter me soud the cones of the co eee pec et 0 Be understood proper, inerp ent and sccut fshion (such a describing w tiling, bow they a talking) (Young, 2008). For exa Ieson th peeing tsk provides the context tat frames the text so cement of he ain can be understood and interpreted correctly. Without pre-ading tal tt ontauale whats ra by providing background information, texts a often ween content and context is fundamentally im- is being talked abot ey retaking, how they are talking) isembedded, the speech event sand ayn Cover ang zn Couaran te HLTP #7: Easing frcontext summarized above and in some published materials, the de~ snd misleading with no compelling ings. Second, the in be sh in these pre-established reflect the kindof language the tals of the context may reasons to use the language ‘eved on che theme. In the world beyond the classroom, people engage in interactions in order to gain important and useful information, create social relationships with others, or solve pressing problems. In the context of foods, for example, a larger goal ‘beyond ‘cov- ering material’ might be to exchange information with a fiend about what foods to eat in order to embark on a healthier lifexyle or figure out how to follow the doctor’ orders about change of diet. In sum, a solely thematic approach presents limitations in terms of establishing a meaningful and purposeful context. dy of contextualization in several college-level textbooks, Walz (1989) shows understanding context as only topic (health) or setting (at the doctor’ ‘observed in the textbooks that he analyzed was that thin and shallow con- 3m often served only to disguise meaningless mechanical exercises and repeti- tive ‘which meaning took a back seat to accuracy. These ostensibly contextualized exercises were typically introduced with a brief artificial situation, e.g., You are a doctor. Give advice to your patient on how to care for a cold. Use the imperative form ofthe verbs pro- ‘vided, The problem here is that students may have no investment in the artifi because a meaningful purpose for learning this type of communicative exchan cstablished. Moreover, background information is vague or lacking; for example, Who is the patien? Who is the doctor? Why is this advice important to the patient? Are there any Scanned with CamScanner clases is often reduced to meaningless practice o i ‘athe tan using language to accomplish a goal or solve problem that i elevane 0 ‘Redon The reason why the decontextualized practice of grammar perits may be treause the concept of context as i lates to language instruction it noc entirely clear oF 74 was among the fre to describe the complexity ofthe con cl the speaking events that take place in these speech situations, when the interaction cakes place, such as formed in the text ofa speech stu speaking situation, Hymes means where and ‘means the language functions that are pe information ‘whae i ferred to asa decontextualized lesson where students learn forms for no other reson than to display knowledge ofthese forms. ‘Using the acronym S-P-E-A-K-LN-G, Hymes identified eight features that are nec~ ached Tryon OO ; sf language insrvction, contexts one area that has situation in context. To summarize briefly the Re te and pedagogic practice a extensively 7otbeen iy Seronym S-P-EAKCEN-G stands for the sing oF esigated i ihe reacing of grammar, oF the development of a ‘example, takes place (where and when), the participants involved (who), the ends or goals of the sone a ae : coma (why) eels the communicative acts, or language functions, which are per- or mode of a ae to meet the goals of the communication (how). To describe more completely the wie rami ign language ins 3 ‘nature of the communicative exchange in context, Hymes includes the ky or tone of the Toa mesg hoogh interaction (eg formal or informa, joking, serious, helpful); the instrament or channel through which the communication flows (eg, e-mail messages, formal report, webpag enough we hae no ache pnw (109, p.2)-T addres this tical issue in «roe aed sne of be dencial work that has helped us come to \ ‘ersund de TeningofeoneFom hit revew, 2 definition of context will be derive: propo 1c theend of is sin. Forth purposes ofthis high-leverage practice, we fine conten astheboss of factors that make language use comprehensible, meaningful,» sorable, and broaden the view of context in cultural setings and indicate the complex array of factors ss "knowing tha determine who says what to whom, when, where, how and why—allritical acures ative Boul for creating long-lasting comprehensible meanings for participants ae Context as Field, Tenor, and Mode ‘a rh He oie why they communicate, and the manner of ‘A complementary perspective on describing context is found in the work of M. A. K. vmunicon, among ake importan fctors presented below. Halliday (2014) and involves the identification of the field, tenor, and mode of a com- to what i going on in the situation, hati, oe The SPEAKING Model le the notion of id the area of experienc dkueree ertnent when planning for instruction that includes a wr ang paren thesiaton and refers tothe parcpan he varios roles that they interpretive, interpersonal, presentational) of 17 play, and the nature of the relationship of speakers with one another or writers with their dads (eg, Cultures, Communities), anecdor & Scanned with CamScanner toe td the various ways that language bring, «5. 'YPe of, the fode refers id he pone Se 5 tay reales a jx) a pgein de content Of AY ONE Of thege feagthengt produ ones vxisence ANY Sent wren ext sates how the concepts of Feld, tenor, any einen fr those aking pg," about a cular folktale with a each he ras it with a fairy tale from the seyge, 2 ted discussion. Identification ofthe lela Various pot woul teacher maybe he onl participant to have the sary Paty jon. The eae roe of responders rather than initiators Con king cations even when not asked by ye oe, in the ea diferent context from one classroom to another, fon are bad on what actualy being discussed oft is, reall vs interpreation), how the cutis or es ob : arth dicusion = Rea king follow-up questions to encourage students toes, d upon thirinerpreion ofthe lke) Concluding Comments onthe Fundamentals of Context ‘making ina new language, and context can never be simply reduced to the gra ofthe dy (eg, todays comtert isthe verb ‘to be’). Grammar is one tool among students ws to make meaning, be tin terms of determining meaning from ‘ead or hear and inerpret of by making themselves understood when communicating in oral or writen form. While grammar is an essential rool to mediate meaning making in conte, grammar sneer an instructional end in and of itself and therefore cannot be the contr for language instruction, Contexualang «series of lesons or a unit of instruction involves addressing * Langer overarching question fora avery of purposes, for example, learning new informa (Qurra I HT? 7 Eeabliig« Meningfl snd Papel Comer for Lange Inscion 7 tion or solving a ting problem that motivates a desire to know and caprures the {imagination of students. This type of inquiry, in turn, gives meaning to cultural acts of. ‘this high-leverage practice, contexts understood within which a communication takes place that ren- ehensible, meaningful, appropriate, and memorable. sportant point i that learning and understanding isolacion and is always associated with the interelated conditions that shape and define a context. Thus, students need tobe made aware of how

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