Rebecca R. Wine (M.A., New York University) is Senior Lecturer in French at Dickinson College in Carlisle, PA.
Teaching Advanced Level Students to Hypothesize: Proceeding One Step at a Time1
Article first published online: 31 DEC 2008
© 1989 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 22, Issue 3, pages 255–260, May 1989
How to Cite
Kline, R. R. (1989), Teaching Advanced Level Students to Hypothesize: Proceeding One Step at a Time. Foreign Language Annals, 22: 255–260. doi: 10.1111/j.1944-9720.1989.tb02744.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Most textbook approaches to the linguistic function of hypothesizing rely heavily on presentation of the conditional mood, thus neglecting simpler structum, lexical items, and strategies used by native speakers as they proceed incrementally through the “cognitive/emotional mnge” representative of the hypothetical mood. Furthermore, in the majority of cases, intermediate- and advanced-level textbooks fail to lead students beyond the sentence-length utterance. This effective& limits their ability to develop a number of linguistic functions, not the least of which is hypothesizing.
In this article, I propose to describe and discuss incrementally-organized instructional strategies for teaching students of French how to hypothesize. The organization is based on the naturally-occurring phenomenon present in a French short story by Michelle Maurois, titled “La Vie Conjugale.” Instructional activities designed to aid students in developing their own mastery of this function will be described.