Supplementing ELT textbooks with game-based pragmatics instruction: A proposal for the CSE classroom in times of COVID-19
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Title
Supplementing ELT textbooks with game-based pragmatics instruction: A proposal for the CSE classroom in times of COVID-19Author (s)
Tutor/Supervisor; University.Department
Martí Arnándiz, Otilia; Universitat Jaume I. Departament de Pedagogia i Didàctica de les Ciències Socials, la Llengua i la LiteraturaDate
2020-06-12Publisher
Universitat Jaume IAbstract
Pragmatics has been usually depicted as the Cinderella of language and communication
(Sintonen, 1989). Yet, globalisation and the transformation of English in the main
lingua franca (ELF) has made the teaching of ... [+]
Pragmatics has been usually depicted as the Cinderella of language and communication
(Sintonen, 1989). Yet, globalisation and the transformation of English in the main
lingua franca (ELF) has made the teaching of “how-to-say-what-to-whom-when”
(Bardovi-Harlig, 2013, p. 68) more important than ever. The Valencian curriculum in
Compulsory Secondary Education (CSE) for the English subject does take into account
pragmatics when defining its pedagogical aims. This curricular inclusion, though, is not
mirrored in the two main sources of pragmatic input in the English language classroom:
textbooks and teacher talk and planning. While most textbooks implemented in Spain
underrepresent and/or misrepresent pragmatic elements (see Salazar-Campillo, 2007; or,
Usó-Juan, 2007), both teacher training and teacher practice usually fail to compensate
for this lack of authentic and effective instructional materials. The present master thesis
dissertation offers a didactic proposal of improvement for teaching how to make
requests in English to a group of seventh-graders in a Valencian state-run secondary
school. Apart from the curricular aims and the limitations of the mandatory textbook,
the point of departure for this didactic proposal is the students’ needs and interests as
digital natives and as ELF speakers. In that vein, the sessions planned are inspired into a
handful of recent studies that have shown the benefits of game-based pragmatic
instruction (see Alemi & Haeri, 2017; Alemi et al., 2017; Tajeddin & Alemi, 2020; or,
Yang & Zapata-Rivera, 2009, 2010) [-]
Subject
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Description
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2019/2020
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