Teaching refusal strategies in the foreign language classroom: a focus on inductive-deductive treatments
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Title
Teaching refusal strategies in the foreign language classroom: a focus on inductive-deductive treatmentsDate
2013Publisher
Universidad de La RiojaISSN
1576-6357; 1695-4300Bibliographic citation
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.2616Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
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. [-]
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Journal of English Studies, 11, 41–67Rights
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