An intention evolves into an utterance by means of language.

An utterance contains language within it an intention witihin that.

From an intention through language, an utterance is born.

By looking at an utterance one can see within it language (facts),  and within that one can see the intention of the speaker.
 

e.g.  "I need another white one."
A.  Someone is in need or something obtainable through another.
B.  The speaker uses English.
C.  An utterance corresponding to the intention is produced.

2.)  An utterance (speech) relates simultaneously to three spheres of human affairs.
 
 
 

A.  an INTENTION  (the origin of speech)  (inmost depth)  (highest node)		A.  STRIVING ISSUES:  GOALS/ENDS/IDEAL OR REFERENCE MODEL  EFFORT/WILL/PERSEVERENCE  MOTIVATION/AFFECT  NEED/EMOTION  DESIRE/INTEREST/WANT  EXPECTATION ORIENTATION  ETC.
B.  a LANGUAGE  (the cause of speech)  (intermediate depth)		B.  PLANNING ISSUES:  COGNITIVE OPERATIONS  SYNTAX/SEMANTICS/PRAGMATICS  UNDERSTANDING/COMPREHENSION  LINGUISTIC KNOWLEDGE  COMMUNICATIVE ABILITY/COMPETENCE  ETC.
C.  an UTTERANCE  (the effect of speech)  (outermost -- surface)		C. MAPPING ISSUES:  SPEECH/PAROLE/TALK  UTTERANCE/SENTENCE/PHRASE  GESTURE/SIGN/SIGNAL/ACT  TOPIC/MESSAGE/CONTENT  MEMORY/REPERTORY

 
 

3.)  LT topics relate to the three spheres of human affairs which are involved in the production of utterances.
 
 
 

A. STRIVING ISSUES:  (origin of speech)  (e.g.:  human affairs;  interest;  relationship;  involvement; impulse; drive; goal; etc. etc.)		**INTERACTIVE NEEDS & FOSSILIZATION  **PERSONALITY FACTORS & LANGUAGE ACQUISITION (empathy; self-confidence; role identification; etc.)  **INTAKE AND AFFECTIVE FILTER  **SUBCONSCIOUS ACQUISITION & NATURAL ORDER  **MOTIVATION & ORIENTATION FACTORS  **TRANSACTIONAL ENGINEERING & COMMUNITY- CLASSROOM
B.  PLANNING ISSUES:  (cause of speech)  (e.g.:  cognitive operations; syntactic & symantic systems; linguistic knowledge;communicative competence; etc.)		**CONSCIOUS GRAMMAR LEARNING (MONITOR THEORY)  **ANALYTIC VS. GESTALT COGNITIVE STYLES OF LEARNING  **CARETAKER SPEECH & FORMAL VS. INFORMAL INPUT  **GRAMMAR EXERCISES & GAMES  **COMMUNICATIVE EXERCISES
C. MAPPING ISSUES:  (effect of speech)		**TESTING & ACCOUNTABILITY  **PATTERN PRACTICE & AUDIOLINGUALISM  **LEARNER IS REPERTORY  **ROUTINES & FORMULAIC EXPRESSIONS  **ETHNO-STUDIES & DISCOURSE ANALYSIS

 

4.)  The LT acts in a threefold role capacity matching the threefold aspect of utterances.

Student concerns    <-------  Teacher focus
 
 
 

A.  STRIVING ISSUES:  **COMMUNICATIVE INTENTION & NEED  **SUBCONSCIOUS ACQUISITION  **COLLECTIVE SELF/love/INTEGRATION		THE LI IS AN APPLIED SOCIAL PSYCHOLOGIST  (coach; managaer; facilitator)  (see: FIELD DYNAMIC TECHNIQUES)
B. PLANNING ISSUES:  **COMMUNICATIVE COMPETENCE  **CONSCIOUS LEARNING  **ENCODING/DECODING SYSTEMS  **AUTOMATIC SELF/EFFECTIVENESS		THE LT IS AN APPLIED LINGUIST  (Cognitive Psychologist; Sociolinguist; Psycholinguist)  (see: SYLLABI, GAMES; EXERCISES)
C. MAPPING ISSUES:  **COMMUNICATIVE PERFORMANCE  **USING THE LANGUAGE IN DEPTH  **MEMORY KNOWLEDGE & TOPICS  **TRANSACTIONAL EXCHANGES		THE LT IS AN INFORMATION SCIENTIST  OR LIBRARIAN  (CULTURAL INFORMATION; LITERACY;  DISCOURSE ANALYSIS; TOPICALIZATION  ANALYSIS; ETHNO-STUDIES)  (see: DISCOURSE ANALYSIS & ETHNO-STUDIES)

 

5.)  The LT's THREEFOLD SELF:

A.  As SOCIAL PSYCHOLOGISTS, LTs manage the INTERPERSONAL ENVIRONMENT.
B.  As LINGUISTS, LT's manage the LINGUISTIC ENVIRONMENT (input).
C.  As INFORMATION SCIENTISTS OR LIBRARIANS, LTs manage the CULTURAL INFORMATION ENVIRONMENT.
 

A.  MANAGING THE INTERPERSONAL ENVIRONMENT:
	STRIVING ISSUES	FIELD DYNAMIC TECHNIOUES (K.Lewin)  (e.g.: Consensus Group Quiz;  Generational Curriculum;  Instructional Songs & Skits,  Dyadic Huddle Teaching;  Multi-channel Performances  Milling/Crowding/Huddling)
B.  MANAGING THE LINGUISTIC ENVIRONMENT:
	PLANNING ISSUES	SYLLABI, GAMES, EXERCISES, EXPLANATIONS  (e.g.: Lesson Plans; Grammar & Communication Exercises; etc.)
C.  MANAGING THE CULTURE INFORMATION ENVIRONMENT:
	MAPPING ISSUES	STUDENT DONE DISCOURSE ANALYSIS  (e.g.: Ethnostudies; Psychostudies; Language Videolab; etc.)

7. PROMPT QUESTIONS FOR STUDENT DONE DISCOURSE ANALYSIS serve as training for TOPICALIZATION BEHAVIORS (Mapping Issues).
 

illustration sentence: "I'd like to go next."
 
 

A. STRIVING ISSUES:  (Prompt question:  "Give me some background assumptions contained in this sentence.")  (Possible answer: "That there is self-selection going on in this situation.")

PRESUPPOSITIONS  CULTURAL STANDARDS  BACKGROUND ASSUMPTIONS

 

B.  PLANNING ISSUES:  (Prompt question:  "Give me some logical consequences of this sentence, assuming it is true.")  (Possible answer:  "Speaker is given permission by others to take turn.")

IMPLICATIONS  COMMUNITY NORMS  LOGICAL CONSEQUENCES

 

C.  MAPPING ISSUES:  (Prompt question:  "Give me an adequate paraphrase of this sentence.")  (Possible answer:  "Could it be my turn now?")

PARAPHRASES  MEANING  EQUIVALENCE

8.)  The CONTEXT OF TALK is social hence a threefold acculturation training is needed for the language acquirer and learner.
 
 

A.  Striving Issues	GOAL DIRECTED BEHAVIORS (socialization skills)		standards/premises presuppositions attributions perceptions assumptions
B.  Planning Issues	NORMATIVE BEHAVIORS  (social reasoning skills)		norms evaluations implications logical consequences
C.  Mapping Issues	TOPICALIZATION BEHAVIORS  (information science skills)		meanings/paraphrases  judgments titles assertions

 

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