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dc.contributorUniversitat Jaume I. Departament de Filologia Anglesa i Romànica
dc.contributor.authorMartínez Flor, Alicia
dc.date.accessioned2011-04-12T20:02:36Z
dc.date.accessioned2019-11-11T08:25:34Z
dc.date.available2005-01-26
dc.date.available2019-11-11T08:25:34Z
dc.date.issued2004-12-16
dc.date.submitted2005-01-26
dc.identifier.isbn8468920444
dc.identifier.urihttp://www.tdx.cat/TDX-0126105-123437
dc.identifier.urihttp://hdl.handle.net/10803/10438
dc.description.abstractThis dissertation investigates the effects of instruction on the acquisition of pragmatic competence in the classroom setting, and specifically in the English as a Foreign Language (EFL) classroom. In particular, we examine the effects of instruction on learners' pragmatic development of a specific speech act, that of suggestions, with the goal of expanding the range of learning targets addressed in pragmatic interventional studies (Kasper and Rose, 2002). Apart from dealing with instructional effects, we also take into account the need to investigate various types of instruction in order to ascertain their effectiveness (Kasper and Rose, 2002). In this way, we analyse two different treatments (i.e. explicit and implicit) that have been operationalised on the basis of the principles underlying the paradigms of Focus on FormS and Focus on Form (Long, 1991, 1996, 1998; Doughty and Williams, 1998; Long and Robinson, 1998; Doughty, 2001). The aim of comparing both teaching approaches is to determine whether the two treatments are equally effective in developing learners' pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Additionally, we are also concerned with issues related to research methodology and, bearing in mind findings from studies that observed task effects between oral and written production tasks (Houck and Gass, 1996; Sasaki, 1998; Safont, 2001), we have compared our learners' performance when making suggestions in two different tasks: an oral production task (i.e. phone messages) and a written production task (i.e. email).<br/>The results of the investigation indicate that, in comparison to the control group, both the explicit and implicit groups improved their pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Moreover, comparing the explicit and implicit groups' performance in the post-test no statistical differences were observed between the two instructional treatments, which illustrates the effects of both explicit and implicit instruction to develop learners' pragmatic competence in the EFL classroom. The findings also show that the production task in which learners are engaged influences their use of suggestions, since there were task effects between the two production tasks employed in our study (i.e. phone messages and emails). In conclusion, the results obtained in this dissertation expand the scope of enquiry in the field of interlanguage pragmatics as well as outline practical pedagogical implications and open several lines of investigation to be examined in future research.cat
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherUniversitat Jaume I
dc.sourceTDX (Tesis Doctorals en Xarxa)
dc.subjectEnglish as a foreign language
dc.subjectinstructional effects
dc.subjectawareness and confidence
dc.subjectexplicit and implicit pedagogical treatments
dc.subjectproduction
dc.subjecttask effects
dc.subjectpragmatic competence
dc.subjectforeign language teaching
dc.subjectsuggestions
dc.subject.otheranglès
dc.titleThe effect of instruction on the development of pragmatic competence in the English as a foreign language context: A study based on suggestions
dc.typeinfo:eu-repo/semantics/doctoralThesis
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.subject.udc378cat
dc.subject.udc81cat
dc.contributor.directorAlcón Soler, Eva
dc.rights.licenseADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs.
dc.contributor.authoremailaflor@ang.uji.es
dc.contributor.authoremailshowtrue
dc.rights.accessLevelinfo:eu-repo/semantics/openAccesscat


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