Titre :	Pragmatics in Language Teaching
Type de document :	texte imprimé
Auteurs :	Kenneth R Rose, Auteur ; Gabriele Kasper, Auteur
Editeur :	Cambridge [United Kingdom] : Cambridge University Press
Année de publication :	2001
Collection :	Cambridge applied linguistics
Importance :	368 p
Présentation :	ill.
Format :	15x23 cm
ISBN/ISSN/EAN :	978-0-521-00858-7
Langues :	Anglais
Catégories :	LITTERATURE ET LANGUE ANGLAISE:428 phonetique et linguistique
Mots-clés :	Pragmatics  language  Teaching  competence  Explicit  instruction  pragmatics
Résumé :	This article presents a theoretical discussion about the inclusion of explicit pragmatic instruction as a facilitative tool to develop pragmatic competence in a foreign language. Given the theoretically and empirically informed fact that this competence is generally neglected in the classroom, the rationale here presented may serve as a foundation for foreign language teachers, who face the necessity of helping learners develop pragmatic skills in the target language. Likewise, this article intends to be a prompter for classroom researchers, eager to explore the effect of pragmatic instruction, and the potential developmental stages learners undergo, through the conduction of longitudinal and cross-sectional research studies

Pragmatics in Language Teaching [texte imprimé] / Kenneth R Rose, Auteur ; Gabriele Kasper, Auteur . - Cambridge (United Kingdom) : Cambridge University Press, 2001 . - 368 p : ill. ; 15x23 cm. - (Cambridge applied linguistics) .
ISBN : 978-0-521-00858-7
Langues : Anglais

Catégories :	LITTERATURE ET LANGUE ANGLAISE:428 phonetique et linguistique
Mots-clés :	Pragmatics  language  Teaching  competence  Explicit  instruction  pragmatics
Résumé :	This article presents a theoretical discussion about the inclusion of explicit pragmatic instruction as a facilitative tool to develop pragmatic competence in a foreign language. Given the theoretically and empirically informed fact that this competence is generally neglected in the classroom, the rationale here presented may serve as a foundation for foreign language teachers, who face the necessity of helping learners develop pragmatic skills in the target language. Likewise, this article intends to be a prompter for classroom researchers, eager to explore the effect of pragmatic instruction, and the potential developmental stages learners undergo, through the conduction of longitudinal and cross-sectional research studies