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2022 (40)
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Hits 21 – 40 of 40
21
Towards the new construct of academic English in the digital age
Khabbazbashi, Nahal
;
Chan, Sathena Hiu Chong
;
Clark, Tony
. - : Oxford University Press, 2022
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22
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
Inoue, Chihiro
;
Nakatsuhara, Fumiyo
. - : Springer Nature, 2022
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23
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
Latimer, Nicola
;
Chan, Sathena Hiu Chong
. - : Cranmore Publishing, 2022
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24
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
Khabbazbashi, Nahal
;
Nakatsuhara, Fumiyo
;
Inoue, Chihiro
. - : Cranmore Publishing on behalf of the International TESOL Union, 2022
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25
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
Indrarathne, Bimali
;
Mcculloch, Sharon
. - : British Council, 2022
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26
COVID-19 Pandemic’s Impact on English Teaching
Gallegos Ibarra, Irene Paula
. - : Universidad de Córdoba, 2022
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27
Social Media and Intercultural Learning: An approach to EFL for Secondary Students
Márquez Indias, Almudena
. - : Universidad de Córdoba, 2022
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28
“A better me”: Using acoustically modified learner voices as models
Henderson, Alice J.
;
Skarnitzl, Radek
. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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29
Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
Lunn, Andrew
;
Bürkle, Daniel Matthias
;
Ward, Rebecca Jayne
. - : Taylor and Francis, 2022
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30
Teaching the pragmatics of English as an international language: A focus on pragmatic markers
Sánchez, Ariadna
;
Martínez-Flor, Alicia
. - : Sage, 2022
Abstract:
The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional (n = 34) and a control group (n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students’ use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics.
Keyword:
EIL
;
english language teaching
;
L2 pragmatics
;
pragmatic instruction
;
pragmatic markers
URL:
http://hdl.handle.net/10234/196787
https://doi.org/10.1177/13621688211064933
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31
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
Page, Danielle
In: Dissertations, Theses, and Student Research: Department of English (2022)
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32
Help wanted: the employment trajectory of multilingual transnational teachers
Oliveira Gomes De Lima, Eliane
. - 2022
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33
Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
Loughridge, Crystal Amber
. - 2022
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34
Teaching multimodal metadiscourse in academic English as a foreign language
Carrió Pastor, María Luisa
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 155-172 (2022)
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35
The Influence of Teaching Practice in Primary and Secondary Schools on Teaching Efficacy of Normal University Students
ZHANG, Hongxia
In: Cross-Cultural Communication; Vol 18, No 1 (2022): Cross-Cultural Communication; 32-37 ; 1923-6700 ; 1712-8358 (2022)
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36
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
Nagrotsky, Katie
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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37
Student Centered Language Teaching: A Focus on Student Identity
Mano, Rachel
In: All Graduate Plan B and other Reports (2022)
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38
Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic
Karoline Zilah Santos Carneiro
;
Samuel de Carvalho Lima
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 68-93 (2022) (2022)
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39
Musing over the role of emotions to promote the exodus from the Comfort Zone in English language teaching and learning at a state university in Brazil
Gysele da S. Colombo Gomes
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 125-155 (2022) (2022)
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40
In my shoes: empathy and critical emotional literacy in EFL lessons
William Mineo Tagata
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022)
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