Pragmatic Markers in Spoken Interaction among EFL Young Learners
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Pragmatic Markers in Spoken Interaction among EFL Young LearnersAutoria
Tutor/Supervisor; Universitat.Departament
Beltrán-Palanques, Vicent; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2019Editor
Universitat Jaume IResum
Learning English has gained importance in our global society. The methodologies used
in English as a foreign language (EFL) classes provide poor opportunities for developing
pragmatic competence. Students should ... [+]
Learning English has gained importance in our global society. The methodologies used
in English as a foreign language (EFL) classes provide poor opportunities for developing
pragmatic competence. Students should develop this particular competence in order to
create meaning, interact successfully and convey communicative purposes in concrete
situations. The study presented here focuses on a concrete pragmatic aspect, specifically,
pragmatics makers (PMs). PMs serve speakers to mark discourse coherence, show
interpersonal relationships, and organise the discourse (Hyland, 2005). By integrating
PMs in the FL classroom, students can develop their pragmatic competence since they can
expand their knowledge as regards the organisation of discourse. Drawing on observation
tools that reveal students’ lack of knowledge concerning PMs use, and diagnosing the area
of improvement, a task-based language teaching (TBLT) approach was designed to address
pragmatic markers at the level of spoken interaction. The aim of this study is to analyse
students’ spoken interaction from a quantitative and qualitative perspective; that is, types
and functions of PMs produced after the task and how these PMs are used in context. The
study involved 21-EFL students in 4th year of ESO whose proficiency level was A2
according to the Common European Framework of Reference for Languages (Council of
Europe, 2001, 2018). Data were gathered by means of a role-plays and consist of a small
spoken corpus of students’ interactions. The results of the analysis show that although PMs
are frequently and appropriately used according to the context of the role-play, students
performed a limited variety of PMs. Thus, further research is required to find out the
effectiveness of the implementation in a large-scale study with more participants and more
levels of language proficiency. [-]
Paraules clau / Matèries
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching
Descripció
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2018/2019.
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info:eu-repo/semantics/masterThesisDrets d'accés
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess