DEVELOPING PRAGMATIC COMPETENCE IN EFL LEARNERS
Main Article Content
Abstract
As EFL teachers, we need to be aware of the different ways in which pragmatic transfer manifests itself as it can have a profound impact on our students, their experiences within English speaking environments and on their interlanguage progress. Using English in a sociocultural appropriate way is vital for effective communication and for immersion into an English-speaking society and culture. This is why the role of EFL teacher and his understanding and awareness of L2 pragmatic competence and development are paramount.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Allami, H. &Naeimi. A. (2011). A cross-linguistic study of refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics, 43, 385-406.
Bardovi-Harlig, K., (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In: Bouton, L.F. (Ed.), Pragmatics and language learning, vol. 7. University of Illinois, Urbana- Champaign, Urbana, IL, pp. 21–39.
Matsumura, S. (2003). Modelling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24, 465-91.
Takimoto, M. (2009). Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency. Journal of Pragmatics, 41, 1029-1046
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
Фарманов Г. Х. Ритмико-интонационное оформление английской речи // Актуальные проблемы гуманитарных и естественных наук. – 2020, С. 93-95