Towards a Cognitive Approach to Notions of Acceptability and Transgression in Spelling and Punctuation in Workplace Communication
Much ESP teaching is guided, to a great extent, by a general communicative approach. Likewise, the assessment criteria put forward by the CEFR are based on language learners’ language multimodality (capacity to use the four skills, reading, writing, listening and speaking) in different socio-profess...
保存先:
| 出版年: | URI:https://journals.openedition.org/ilcea, |
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| 第一著者: | |
| フォーマット: | Article ou chapitre numérique |
| 言語: | Anglais |
| 出版事項: |
ILCEA
2014
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| 主題: | |
| オンライン･アクセス: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| 要約: | Much ESP teaching is guided, to a great extent, by a general communicative approach. Likewise, the assessment criteria put forward by the CEFR are based on language learners’ language multimodality (capacity to use the four skills, reading, writing, listening and speaking) in different socio-professional contexts of communication. The ability to communicate thus acts as a key criterion in assessing language learners’ linguistic performance as opposed to grammatical or semantic conformity to norm. This study focuses on written production, and the question of whether transgression from the established language norms (syntax, spelling, etc.) is acceptable as long as it does not hinder the act of communication. To answer this question, some examples of transgressions of language norms regarding two relatively underresearched areas, spelling and punctuation, in professional contexts of communication (legal documents) are studied to measure the impact of transgressions on the performed communicative act. |
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