Teaching refusal strategies in the foreign language classroom: a focus on inductive-deductive treatments
![Thumbnail](/xmlui/bitstream/handle/10234/206020/martinez_2013_teaching.pdf.jpg?sequence=4&isAllowed=y)
Ver/ Abrir
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Teaching refusal strategies in the foreign language classroom: a focus on inductive-deductive treatmentsFecha de publicación
2013Editor
Universidad de La RiojaISSN
1576-6357; 1695-4300Cita bibliográfica
Martínez-Flor, A., & Beltrán-Palanques, V. (2013). Teaching refusal strategies in the foreign language classroom: a focus on inductive-deductive treatments. Journal of English Studies, 11, 41–67. https://doi.org/10.18172/jes.2616Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The present paper attempts to present a pedagogical model for the integration of pragmatic competence in the foreign language classroom by following an inductive-deductive approach. For the sake of the current article, ... [+]
The present paper attempts to present a pedagogical model for the integration of pragmatic competence in the foreign language classroom by following an inductive-deductive approach. For the sake of the current article, the pragmatic feature that has been chosen is the speech act of refusals. The rationale behind this selection is based on the fact that refusals are seen as a face-threatening act which may confront listeners’ expectations (Eslami 2010: 217). Hence, learners should obtain a particular pragmatic expertise to outperform refusals successfully and that is the reason why the teaching of this speech act should be integrated in foreign language settings. [-]
Publicado en
Journal of English Studies, 11, 41–67Derechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- ANG_Articles [309]