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Article published In: Integrating dialogue
Edited by Răzvan Săftoiu and Adrian Pablé
[Language and Dialogue 8:1] 2018
► pp. 5–20

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Foreign language teaching – Integrationism vs. MGM

 | Johannes Gutenberg Universität Mainz (Germany)
Published online: 26 April 2018
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https://doi.org/10.1075/ld.00002.gre
Abstract
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.
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
References (24)
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