'언어와 언어 사용'에 대한 자각

This article asserts that we should have awareness of language and it use, at least, so as to teach/learn a language in an appropriate way. A number of representations of different aspects of communication are presented which may help students in pre-service teacher education programs to gain a broad map of what communication is. These representations show how cognitive knowledge structures develop as a result of our daily experiences. Human intentions are rooted in these schemata, and are manifested either in language, and/or in actions. Language can be either explicit or implicit. Similarly, actions can also be either obvious or ambiguous. Whether the intention is realized explicitly or implicitly, in either case, the participants need to decode the speaker's intention. Communication is normally described as having at least two functions: transactional and interactional. The former assumes the necessity to bridge an information gap existing between the participants, whereas the latter is related to either face-saving or face-threatening acts. In verbal communication, language units can extend from a single word, to a sentence, and even to a whole text. The length of each unit is closely related to how much information is shared between the participants. To improve conversation competence, it is proposed that conversation practice tasks can be graded along two dimensions: interactional/transactional, and routines/negotiations. The psychological processes in language production and comprehension are also introduced, in particular with reference to Levelt(l989) and Kintsch(l999) respectively.