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Aproximación al tratamiento de las paremias como pragmatemas y sus posibles aplicaciones ; Approach to the study of paroemias as pragmatemes and their possible aplications
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Caño Laguna, Almudena. - : Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura, 2021
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TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors
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Kent, David. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 84 |
Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
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Phonekeo, Say; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 85 |
INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS
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In: Advanced Education; 2021: Special issue 17; 90-102 ; Передовое образование; 2021: Special issue 17; 90-102 ; Новітня освіта; 2021: Special issue 17; 90-102 ; 2410-8286 ; 2409-3351 (2021)
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Content edulcoration as ideology visualization in an English language coursebook
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In: Praxema (2021)
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ENGLISH LANGUAGE TEACHING USING ZOOM: A REPORT OF EXPERIENCES ; O ENSINO DE LÍNGUA INGLESA UTILIZANDO O ZOOM: UM RELATO DE EXPERIÊNCIAS
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In: ReTER; ReTER - Dossiê Práticas de Ensino Remoto nas Áreas de Educação, Letras e Interdisciplinar - v. 2, n. 2, 2021; e18/01-14 ; Revista Tecnologias Educacionais em Rede (ReTER); ReTER - Dossiê Práticas de Ensino Remoto nas Áreas de Educação, Letras e Interdisciplinar - v. 2, n. 2, 2021; e18/01-14 ; 2675-9950 (2021)
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| 88 |
(No) drama with grammar: A case study of a performative approach to teaching English conditional clauses to young adolescent learners
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| 89 |
Characteristics and experiences of third age foreign language learners
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Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 91 |
Productive Failure in Virtual Language Learning for English
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Rahayu, Puji. - : The University of Sydney, 2021. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2021
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| 92 |
The interphonology of contemporary English corpus (IPCE-IPAC)
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In: French Studies Publications (2021)
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A Case Study of EFL Learners’ Identity and Investment in a Private Educational Company in China
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In: Electronic Thesis and Dissertation Repository (2021)
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Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary
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Utilising concept-based instruction in teaching pragmatics: Exploring the development of requesting behaviour of Iraqi Arabic-speaking EFL learners
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Abstract:
This thesis explores the effect of concept-based pragmatic instruction (CBPI) in developing Iraqi Arabic-speaking EFL university students’ conceptual knowledge and performance abilities in English requests. Requests have been one of the most investigated features in interventional pragmatic studies. However, the majority of the interventional studies take forms as the point of departure in their treatment and focus less on meaning. In contrast, this study takes meaning as the focus and the point of departure in its treatment by utilising CBPI. Drawing from Vygotsky’s sociocultural theory, CBPI is based on three main principals: concepts as the minimal units of instruction, materialisation of concepts through didactic models (e.g., diagrams), and verbalisation to internalise the concepts. The main aim of the study was to examine the learners’ sociopragmatic and pragmalinguistic conceptual development. A secondary aim was to examine how learners of different proficiency levels would respond to CBPI. The learners were 9 high intermediate (HIL) learners and 8 elementary (EL) learners. The intervention involved a 5-session course, in addition to one pre-test session and one post-test session. The intervention was designed around the principles of concepts, materialisation, and verbalisation. The principles formed the basis of CBPI cards (adapted from van Compernolle, 2012), which oriented learners and helped them materialise and verbalise the concepts. Learners engaged in video-based language analysis tasks, scenario performances, and contextualized request analyses. Development was assessed through pre- and post-interviews, scenarios, and appropriateness judgement questionnaires (AJQs), as well as scenarios within the intervention course that allowed development to be assessed as it happened. Data were analysed qualitatively by comparing pre- and post-test data and conducting a microgenetic analysis of scenarios. Results showed 1) marked development in the learners’ conceptual understanding of the sociopragmatic and pragmalinguistic resources, 2) some notable development in the learners’ performance abilities, although not as much as in their conceptual understanding, and 3) no major differences between the two proficiency groups in the interview data. Most learners showed development, but the AJQ and scenario data showed a clear advantage of HIL learners over EL learners, suggesting that higher proficiency learners benefit more from CBPI. This difference could be attributed to several factors including the linguistic and cultural distance between English and Arabic and the fact that each learner has his/her unique ZPD and development trajectory. The study contributes to the literature by expanding the applicability of CBPI in pragmatics to teaching requests to Arabic-speaking learners of English. Finally, this thesis calls for future research to explore how other learners whose L1 is distant from their L2 respond to CBPI, especially for other speech acts.
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Keyword:
Arabic speaking learners of English; CBI; concept-based instruction; concept-based language instruction; concept-based pragmatic instruction; EFL; pragmatics; sociocultural theory; the speech act of request
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URL: http://hdl.handle.net/10523/10883
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Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics Teaching
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Introducing literature inthe EFL clasroom: William Shakespeare's night's dream
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Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers
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In: International Journal of English Studies; Vol. 21 No. 2 (2021): Open Issue; 29-55 ; International Journal of English Studies; Vol. 21 Núm. 2 (2021): Open Issue; 29-55 ; 1989-6131 ; 1578-7044 (2021)
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Intercultural Teaching in the EFL Classroom : The Polish Context
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In: International Journal of English Studies; Vol. 21 No. 2 (2021): Open Issue; 1-28 ; International Journal of English Studies; Vol. 21 Núm. 2 (2021): Open Issue; 1-28 ; 1989-6131 ; 1578-7044 (2021)
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