Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics Teaching
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Título
Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics TeachingAutoría
Fecha de publicación
2020-12-05Editor
Gate Association for Teaching and Education (GATE)ISSN
1308-1470; 1694-609XCita bibliográfica
Peñarroja, M. R. (2021). Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics Teaching. International Journal of Instruction, 14(1), 927- 946. https://doi.org/10.29333/iji.2021.14155aTipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.e-iji.net/Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The teaching and acquisition of foreign language pragmatics as a part of the
communicative competence paradigm has been reported as essential since the
deviation from the Chomskian competence-based model to a more ... [+]
The teaching and acquisition of foreign language pragmatics as a part of the
communicative competence paradigm has been reported as essential since the
deviation from the Chomskian competence-based model to a more performative
one in the ´80s. Despite this change, only a few course books include or are
designed on a teaching pragmatics basis. As an alternative, adapting and
supplementing already existing course books with pragmatic content is the current
trend. This paper takes a new look at materials design by merging pragmatics,
corpus linguistics, and multimodality. The aim of this study is twofold: first, a
specialized multimodal ad-hoc corpus was compiled in order to apply corpus
pragmatics methodologies and search for multiple speech acts. Second, the
development of an instructional model for the teaching of pragmatics in the
English as a foreign language classroom is described. Thus, a specialised
multimodal corpus from two TV series was compiled and edited using subtitles
transcripts and the software Notepad++. Then, a quantitative and qualitative data
analysis was performed through the use of AntConc freeware Clusters/n-grams and
Concordance Plot tools. Results revealed the presence of multiple speech acts’
direct, indirect and conventionalised realizations that allowed for the design of a
teaching proposal that tackles both sociopragmatic and pragmalinguistic aspects. [-]
Publicado en
International Journal of Instruction, 14(1), 927-946Derechos de acceso
info:eu-repo/semantics/openAccess
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