Learner Perceptions of Instruction in L2 Pragmatics

Autor/in	Chen, Yuanshan
Titel	Learner Perceptions of Instruction in L2 Pragmatics
Quelle	In: English Language Teaching, 2 (2009) 4, S.154-161 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Attitudes; Second Language Learning; Language Teachers; Second Language Instruction; Pragmatics; Lesson Plans; Teaching Methods; Foreign Countries; English (Second Language); Positive Attitudes; Instructional Materials; Films; Video Technology; Time Management; Speech Acts; Majors (Students); College Students; Cultural Awareness; Social Environment; Role Playing; Textbooks; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Pragmalinguistik; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Film; Zeitmanagement; Sprechakt; Collegestudent; Cultural identity; Kulturelle Identität; Soziales Umfeld; Rollenspiel; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	In Taiwan, pragmatic competence has often been a neglected area in English education. Learners may be linguistically competent, but do not know how to use L2 appropriately. Through the teaching of complaint behaviors, the author demonstrates how pragmatic components can be incorporated into a college-level language classroom. After the instruction, the self reports of the forty participants showed a positive attitude toward such instruction. They also reported that the teaching materials were suitable, but suggested that the instruction would have been more interesting if videos or films had been included. When it comes to learning difficulties, most learners reported that more instructional time was needed to turn knowledge about L2 complaints to actual productions. These findings can serve as offering advice to language teachers when they plan their lessons in L2 pragmatics. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01