DEVELOPING PRAGMATIC COMPETENCE IN EFL LEARNERS
Keywords:
pragmatic failure, pragmatic competence, ‘Presentation-Practice-Production’ approach, grammatical and communicative competence, ‘Illustration-Interaction-Induction’,Abstract
As EFL teachers, we need to be aware of the different ways in which pragmatic transfer manifests itself as it can have a profound impact on our students, their experiences within English speaking environments and on their interlanguage progress. Using English in a sociocultural appropriate way is vital for effective communication and for immersion into an English-speaking society and culture. This is why the role of EFL teacher and his understanding and awareness of L2 pragmatic competence and development are paramount.
References
Allami, H. &Naeimi. A. (2011). A cross-linguistic study of refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics, 43, 385-406.
Bardovi-Harlig, K., (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In: Bouton, L.F. (Ed.), Pragmatics and language learning, vol. 7. University of Illinois, Urbana- Champaign, Urbana, IL, pp. 21–39.
Matsumura, S. (2003). Modelling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24, 465-91.
Takimoto, M. (2009). Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency. Journal of Pragmatics, 41, 1029-1046
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
Фарманов Г. Х. Ритмико-интонационное оформление английской речи // Актуальные проблемы гуманитарных и естественных наук. – 2020, С. 93-95
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
