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Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-03349826 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2021, Cahier VALS-ASLA, Numéro spécial 2020, pp.107-128 ; https://www.vals-asla.ch/fr/revue/ (2021)
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Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners
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Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020
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Translation and language learning: AlfraCovalt as a tool for raising learners' pragmalinguistic and sociopragmatic awareness of the speech act of requesting
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ACTION RESEARCH THE USE OF INSTAGRAM AS AN INTERACTIVE TOOL FOR DEVELOPING THE WRITING OF SHORT STORIES ...
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ACTION RESEARCH THE USE OF INSTAGRAM AS AN INTERACTIVE TOOL FOR DEVELOPING THE WRITING OF SHORT STORIES ...
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THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 371-380 (2017) (2017)
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The Effect of Instruction on Learners’ Pragmatic Awareness: a Focus on Refusals
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Outcomes of a Problem-based Foreign Language Module at a Japanese Elementary School
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The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals
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In: International Journal of English Studies; Vol. 10 No. 1 (2010): Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials; 65-80 ; International Journal of English Studies; Vol. 10 Núm. 1 (2010): Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials; 65-80 ; 1989-6131 ; 1578-7044 (2010)
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Rutinas en ELE: la enseñanza de verbos reflexivos desde una aproximación pragmática ; Routines in SFL: teaching reflexive verbs from a pragmatic approach
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Wer sprach wie? : Sprachmentalität und Varietätengebrauch im 19. Jahrhundert
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BLLDB
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Strategy to Investigate Pragmatic Awareness Among ESL Learners in New Delhi
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In: http://theglobaljournals.com/paripex/file.php?val%3DJanuary_2014_1390812941_73cbc_36.pdf
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DOI:10.2298/PSI0901121B CHILDREN DO ASK, BUT DO NOT KNOW HOW TO DO ASKING: EPI-PRAGMATIC VS. META-PRAGMATIC SKILL 1
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In: http://www.doiserbia.nb.rs/img/doi/0048-5705/2009/0048-57050901121B.pdf
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Abstract:
Old fi ndings on children’s comprehension of ask and tell were subject to different interpretations refl ecting progress in the fi eld of language acquisition. We want to show that acquiring a particular skill does not necessarily include competence of its intentional control and use. Development of linguistic skills takes place at different levels starting from early spontaneous, implicit abilities to the level of meta-pragmatic refl exive knowledge that enables deliberate monitoring, planning, and practice. The present study was aimed at exploring two extreme points in development: early epi-pragmatic and late refl exive metapragmatic competence. The fi rst part aims at fi nding the earliest instances of children spontaneous ability to pass ask-instructions, and the evidence is provided for the ages as early as 22 to 40 months (much earlier than recorded in the previous studies). The second part is experimental and focuses on children’s ability to respond to ask- and tell-instructions in the context of a cancelled conversational rule (Gricean Maxim of Quantity) which requires deliberate monitoring and use. The results show that this meta-pragmatic refl exive ability becomes stable only at the age of 6 years.
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Keyword:
ask-instruction; conversational awareness; meta-pragmatics; pragmatic development; speech act 1
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URL: http://www.doiserbia.nb.rs/img/doi/0048-5705/2009/0048-57050901121B.pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.430.8261
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