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Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ...
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 19-46 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 19-46 ; 1920-1818 ; 1481-868X (2022)
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 99-126 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 99-126 ; 1920-1818 ; 1481-868X (2021)
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Designing research to track socio-pragmatic skills among professionally qualified workers
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Enhancing socio-pragmatic skills among professional qualified workers
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Abstract:
Although socio-pragmatic skills have been identified as important aspects of communicative competence in the workplace, little research has been undertaken to evaluate the effects of classroom-based support in developing these areas of language proficiency. Nor has the potential for incorporating a critical component in such support been explored. New Zealand attracts an increasing number of professional migrants with the potential to make a considerable contribution to New Zealand society. However, many find it difficult to secure permanent employment. Inadequate communication skills are identified by employers as a major obstacle to hiring migrants. Migrants themselves also identify increased English proficiency as a desirable goal. Whether these perceptions of what is required to secure employment are accurate or not is worthy of investigation. This paper outlines an innovative collaborative project with workplaces willing to offer temporary placements to professional migrants on our Workplace Communication Skills course. The primary goal is to evaluate the extent to which the socio-pragmatic skills acquired in the course prove relevant once the migrants enter a New Zealand workplace. Analysis will focus on identifying changes in the migrants’ socio-pragmatic proficiency in a range of aspects of relational discourse which have been identified as crucial to effective workplace communication.
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Keyword:
HM Sociology; P Philology. Linguistics
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URL: http://wrap.warwick.ac.uk/48506/ http://www.victoria.ac.nz/lals/lwp/docs/ops/OP10.htm
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