| The following work is based on the proposition that foreign languages are primarily acquired for the purpose of communication in a multicultural context. This communicative aspect of language is my main concern. The thesis defines the theoretical and practical implications of an action-orientated language teaching environment. I base my own work on the theory of speech acts as elaborated by John L. Austin and John R. Searle, as well as Ludwig Wittgenstein's theory of language games. I corroborate the theory of speech acts as being defined and established in any act of communication, such as a conversation. This leads me to the examination whether such language games can be realized through applying action-orientated teaching methods to teach foreign languages. Within the context of this thesis, I examine whether these methods can effectively improve the student's ability to communicate. This work favors integrated methodical procedures that engage the student in playacting in the foreign tongue. |
