Developing Requests in EFL Instructional Contexts: The Role of Age
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Developing Requests in EFL Instructional Contexts: The Role of AgeAutoria
Tutor/Supervisor; Universitat.Departament
Usó-Juan, Esther; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2020-06-02Editor
Universitat Jaume IResum
Over the last five decades, the field of pragmatics has grown largely, so many
researchers have attempted to provide useful approaches to teach pragmatics
in English as a Foreign Language (EFL) educational contexts. ... [+]
Over the last five decades, the field of pragmatics has grown largely, so many
researchers have attempted to provide useful approaches to teach pragmatics
in English as a Foreign Language (EFL) educational contexts. As English is
taught all around the world, interaction between foreigners can only be
achieved by this common language. However, speakers’ pragmatic
competence is necessary to make this interaction successful since it involves
not only knowing the grammatical rules but also the behaviours that go
beyond language. However, coursebooks used in EFL contexts do not provide
the necessary pragmatic information to develop speakers’ pragmatic
knowledge (Kasper 2001; Kasper & Roever 2005). Hence, this paper
proposes a teaching approach covering such deficiencies by taking into
account the role of age in the instruction of request speech acts. Following
this purpose, this study first explores significant research in pragmatics such
as the speech act theory (Austin, 1962 & Searle, 1969) and the politeness
theory (Brown and Levinson, 1987). Then, focusing on communicative
competence, a detailed representation of the different models proposed
throughout the years is developed. Afterwards, the theoretical conditions for
Second Language (SL) learning are described in order to apply and consider
them in the present teaching proposal. The last two sections of the theoretical
background are devoted to the explanation of the request speech act and the
role of age in the instruction of it. Regarding the pedagogical proposal, input,
output and feedback are provided in a teaching plan disaggregated into five
main processes following Usó-Juan’s (2010) approach for the instruction of
requests. [-]
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Descripció
Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2019/2020
Tipus de document
info:eu-repo/semantics/bachelorThesisDrets d'accés
info:eu-repo/semantics/openAccess
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- Grau en Estudis Anglesos [351]
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