Overcoming textbooks’ pragmatic deficiencies: A teaching proposal to implement the instruction of requests in the EFL classroom
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Title
Overcoming textbooks’ pragmatic deficiencies: A teaching proposal to implement the instruction of requests in the EFL classroomAuthor (s)
Date
2018Publisher
Publicacions de la Universitat Jaume IISSN
1139-5486Bibliographic citation
RAMOS ROMERO, Vera (2018). Overcoming textbooks’ pragmatic deficiencies: A teaching proposal to implement the instruction of requests in the EFL classroom, Fòrum de recerca, n. 23, p. 209-228Type
info:eu-repo/semantics/articleSubject
Abstract
Over the years, English has become the language of the world.
As a result, there has been a rising demand for learning the language,
and consequently, a significant emergence of English courses.
Neverth ... [+]
Over the years, English has become the language of the world.
As a result, there has been a rising demand for learning the language,
and consequently, a significant emergence of English courses.
Nevertheless, some deficiencies have been identified in these
courses and their materials (i.e. textbooks). Traditionally, English
teaching and learning have been almost exclusively associated with
the acquisition of its grammar. As a consequence, it is still
unreasonably difficult to find materials for developing the pragmatic
competence (Celce-Murcia 2007), despite having been regarded as
essential in the acquisition process of a language. With a view to
overcoming this lack of pragmatics in English courses developed in
foreign contexts, the current study is aimed at designing a teaching
proposal for the instruction of pragmatics, and more specifically, of
the speech act of requesting. Prospective students will be given the
opportunity to explore a most widely used speech act deemed as the
most controversial due to its face-threatening nature. With this aim
in mind, first, significant research conducted on this particular
assumption will be outlined. Then, on the basis of previous literature,
and considering the pragmatic deficiencies conventionally
encountered in textbooks, the aforementioned teaching proposal
will be elaborated. Target learners will be Spanish first-year
baccalaureate students (at B1 level). Following Martínez-Flor’s (2010)
and Usó-Juan’s (2010) approaches, five main stages, accounting for
input, output, and feedback will be designed. The proposal is
expected to ensure real-based and appropriate acquisition of the
English language in foreign contexts. [-]
Description
XXIII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2018)
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Fòrum de recerca, 2018, núm. 23Rights
info:eu-repo/semantics/openAccess
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