Cover not available
Article published In:
Integrating dialogue
Edited by Răzvan Săftoiu and Adrian Pablé
[Language and Dialogue 8:1] 2018
► pp. 5–20

Foreign language teaching – Integrationism vs. MGM

 | Johannes Gutenberg Universität Mainz (Germany)
Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that the Integrational approach is hardly applicable here, whereas the MGM perfectly suits the needs of foreign language textbook authors and editors.
Keywords: language teaching, language textbooks, Integrationism, integrational linguistics, Mixed Game Model (MGM), communication
Article outline
  • 1.Introduction
  • 2.Roy Harris and Edda Weigand – a comparative overview
  • 3.The integrationist “approach” and language teaching
  • 4.The MGM and language teaching
    • 4.1Analysis in conformity with the MGM
    • 4.2Textbooks and the MGM
  • 5.Concluding remarks
  • Notes
  • References
Published online: 26 April 2018
DOI logo
https://doi.org/10.1075/ld.00002.gre
References (24)
References
Brüseke, Rolf. 2017. Starten wir! (Course and Workbook German). München: Hueber Verlag.Google Scholar
Dascal, Marcelo. 1994. “Speech Act Theory and Gricean Pragmatics: Some Differences of Detail that Make a Difference.” In Foundations of Speech Act Theory: Philosophical and Linguistic Perspectives, ed. by Savas, Tsohatzidis L., 323–334. London and New York: Routledge.Google Scholar
Davis, Daniel R. 2009. “Language Learning, Grammar, and Integrationism.” In Language Teaching. Integrational Linguistic Approaches, ed. by Michael Toolan, 73–82. New York: Routledge (Vital Book File).Google Scholar
Grein, Marion. 2017. “How Culture Affects Language and Dialogue.” In The Routledge Handbook of Language and Dialogue, ed. by Edda Weigand, 347–366. New York: Routledge.Google Scholar
. forthcoming. “Progress in language teaching: From competence to dialogic competence-in-performance.” In From Pragmatics to Dialogue, ed. by Edda Weigand and Istvan Kecskes. Amsterdam and Philadelphia: John Benjamins. DOI logo
Harris, Roy. 1993. “Integrational Linguistics.” Actes du XVe Congrès International des Linguistes. vol. 11, 321–323. Sainte-Foy: Presses de l’Université Laval.Google Scholar
. 1996. Signs, Language and Communication. London: Routledge.Google Scholar
. 1998. Introduction to Integrational Linguistics. Oxford: Pergamon.Google Scholar
. 2000. Rethinking Writing. London: Athlone.Google Scholar
. 2009a. After Epistemology. Gamlingay: Bright Pen.Google Scholar
. 2009b. “Implicit and Explicit Teaching.” In Language Teaching. Integrational Linguistic Approaches, ed. by Michael Toolan, 24–46. New York: Routledge (Vital Book File).Google Scholar
Harris, Roy and Christopher Hutton. 2007. Definition in Theory and Practice: Language. Lexicography and the Law. London: Continuum.Google Scholar
Hutton, Christopher. 2009. “Grammaticality and the English Teacher in Hong Kong. An Integrationalist Analysis.” In Language Teaching. Integrational Linguistic Approaches, ed. by Michael Toolan, 88–103. New York: Routledge (Vital Book File).Google Scholar
Koike, Dale A. 2017. “Theory and Practice.” In The Routledge Handbook of Language and Dialogue, ed. by Edda Weigand, 251–263. New York: Routledge.Google Scholar
Lund, Søren. 2012. “On Professor Roy Harris’s ‘Integrational Turn’ in Linguistics”. RASK 35 (1): 3–42.Google Scholar
Niebisch, Daniela et al. 2017. Schritte Plus neu 1 (Course and Workbook German). München: Hueber Verlag.Google Scholar
Owen, Charles. 2009. “Integrational Linguistics and Language Teaching.” In Language Teaching. Integrational Linguistic Approaches, ed. by Michael Toolan, 156–176. New York: Routledge (Vital Book File).Google Scholar
Pablé, Adrian and Christopher Hutton. 2015. Signs, Meaning and Experience. Integrational Approaches to Linguistics and Semiotics. Boston and Berlin: de Gruyter. DOI logoGoogle Scholar
Toolan, Michael (ed). 2009. Language Teaching. Integrational Linguistic Approaches. New York: Routledge (Vital Book File).Google Scholar
. 2009. “Introduction: Language Teaching an Integrational Linguistics.” In Language Teaching. Integrational Linguistic Approaches, ed. by Michael Toolan, 1–23. New York: Routledge (Vital Book File). DOI logoGoogle Scholar
Weigand, Edda. 2009a. Language as Dialogue. Amsterdam and Philadelphia: John Benjamins. DOI logoGoogle Scholar
. 2009b. “Teaching a Foreign Language. A Tentative Enterprise.” In Language Teaching. Integrational Linguistic Approaches, ed. by Michael Toolan, 120–139. New York: Routledge (Vital Book File).Google Scholar
. 2010. Dialogue. The Mixed Game. Amsterdam and Philadelphia: John Benjamins. DOI logoGoogle Scholar
. 2016. “How to verify a theory of dialogue.” Language and Dialogue 6 (3): 349–369. DOI logoGoogle Scholar
Cited by (1)

Cited by one other publication

[no author supplied]
2022. Beyond Babel [FILLM Studies in Languages and Literatures, 18], DOI logo

This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.