Teaching speech acts in a second language
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https://doi.org/10.1515/9783110431056-010 |
Metadatos
Título
Teaching speech acts in a second languageFecha de publicación
2020Editor
De Gruyter MoutonCita bibliográfica
Martínez-Flor, Alicia and Usó-Juan, Esther. "10. Teaching speech acts in a second language". Developmental and Clinical Pragmatics, edited by Klaus P. Schneider and Elly Ifantidou, Berlin, Boston: De Gruyter Mouton, 2020, pp. 269-300. https://doi.org/10.1515/9783110431056-010Tipo de documento
info:eu-repo/semantics/bookPartVersión de la editorial
https://www.degruyter.com/document/doi/10.1515/9783110431056-010/html?lang=enVersión
info:eu-repo/semantics/publishedVersionResumen
Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to commu-nicate appropriately in the target language. Without a proper ... [+]
Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to commu-nicate appropriately in the target language. Without a proper knowledge of how to use and understand a particular speech act that is appropriate to the contextual andcultural parameters of a specific situation, L2/FL learners may run the risk of being perceived as rude and/or impolite. Consequently, providing them with the oppor-tunities to develop their ability to perform and recognise speech acts in particular communicative situations is nowadays recognised as the ultimate goal of language teaching. To that end, this chapter reports the synthesis findings of nineteen inter-ventional studies on the speech act of requesting as it has the potential to cause offence if expressed inappropriately. Three questions have guided this investiga-tion: 1) is the speech act of requesting teachable at all? 2) is instruction in requesting more effective than no instruction? and 3) are different teaching approaches differ-entially effective in teaching requests? Findings from this synthesis are presented and discussed in line with emerging trends in teaching pragmatics (see Taguchi 2019). The chapter concludes with some directions for future research and offers insights regarding how to best help learners develop appropriate speech acts. [-]
Publicado en
Developmental and Clinical Pragmatics, edited by Klaus P. Schneider and Elly Ifantidou, Berlin, Boston: De Gruyter Mouton, 2020.Entidad financiadora
Universitat Jaume I
Código del proyecto o subvención
UJI-B2019-23 | 3821/20
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Published by De Gruyter Mouton 2020
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