Investigating the Learning of Pragmatics across Ages and Contexts最新文献

Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms 幼儿语言学习者的教师话语是否切合实际?两个EAL教室的指令

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_006

Otilia Martí Arnándiz, Laura Portolés

{"title":"Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms","authors":"Otilia Martí Arnándiz, Laura Portolés","doi":"10.1163/9789004409699_006","DOIUrl":"https://doi.org/10.1163/9789004409699_006","url":null,"abstract":"This pilot observational study deals with teacher directives in the English as an Additional Language classroom for very young language learners. Our data comprise transcripts from two 45-minute sessions, which have been processed from a discourse-pragmatic perspective. The aim of the analysis carried out is twofold. First, to examine the linguistic choices in the realization of regulative directives according to level of directness, addition of peripheral modifiers, use of person deixis and co-occurring speech acts in teachers’ feedback, such as praise or criticism. Second, to explore the extent to which those pre-school practitioners’ linguistic choices have an impact on the provision of rich pragmatic input and on the creation of a good social rapport with their students. Findings are partly in line with existing literature when attention is only paid to descriptive frequency counts by confirming the predominance of imperative forms in regulative discourse. Yet, they contradict the interpretation of those figures when previous studies insist on condoning a picture of English for Young Learners classroom environments where only the enactment of an authoritarian, distancing or imposing instructional style is possible. Further research is needed to ascertain the impact of very young learners’ cognitive, physical and emotional needs on teachers’ pragmatic skillfulness and interpersonal concerns from a multilingual perspective.","PeriodicalId":266449,"journal":{"name":"Investigating the Learning of Pragmatics across Ages and Contexts","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113965614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in Disagreements 指导语用学中的言语行为习得:高级英语学习者在分歧中的降级和升级模式

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_003

Karen Glaser

引用次数: 0

The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: The Case of Requests 初中阶段不同教育程度的CLIL学生语用能力:以请求语为例

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_005

Nashwa Nashaat Sobhy

引用次数: 1

The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context 个体差异在海外学习语用例程中的作用

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_008

A. Sánchez-Hernández, Eva Alcón-Soler

引用次数: 1

Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms 案例故事在正式英语课堂语篇语用标记语发展中的探索

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_004

S. Martín-Laguna

引用次数: 2

Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study Abroad 英语中等教学情境下学生模糊限制语的表现:留学时间的影响

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_007

Ana Herraiz-Martínez

引用次数: 0

Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse 语用跨语言:青少年网络话语中的多语实践

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_009

Richard Nightingale, Pilar Safont

引用次数: 3

Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context 学生对教师的电子邮件咨询英语，西班牙语和加泰罗尼亚语在学术背景下

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 2019-07-23 DOI: 10.1163/9789004409699_010

Victòria Codina-Espurz, Patricia Salazar-Campillo

引用次数: 2

Can You Tell a Move When You Encounter One? Identifying Clues to Communicative Functions 当你遇到一个动作时，你能分辨出来吗?识别交际功能的线索

Investigating the Learning of Pragmatics across Ages and Contexts Pub Date : 1900-01-01 DOI: 10.1163/9789004409699_011

S. Gesuato

{"title":"Can You Tell a Move When You Encounter One? Identifying Clues to Communicative Functions","authors":"S. Gesuato","doi":"10.1163/9789004409699_011","DOIUrl":"https://doi.org/10.1163/9789004409699_011","url":null,"abstract":"This paper raises the issue of the identifiability of moves in speech and writing. The question addressed is whether reliable, convergent criteria can be provided for their recognition in stretches of discourse. The discussion is motivated, on the one hand, by the variety of coding schemes presented in the literature for the description of, supposedly, the same kinds of goal-oriented discourse, and on the other, by the frequent lack of explicit motivation in the adoption of one or the other of the available coding schemes for the analysis of exemplars of given texts or tokens of given text units. While the complexity of interactional phenomena cannot be reduced to neat classification templates – with clear-cut boundaries between neighboring categories of communicative behavior – just for the sake of building elegant theoretical models, the various functional descriptions offered on speakers’ and writers’ rhetorical choices should be justified only by the varied manifestations of discursive behavior themselves rather than the varied intuitions of researchers; more importantly, the suitability and accuracy of these descriptions in accounting for discursive behavior should be explicitly verified. To this end, this paper proposes a focused reflection on the non-obviousness and degree of analytical “fitness” of a fundamental tool of the trade in text analysis – the move. This notion, which has been fruitfully applied to the examination of many types of discourse, bringing to light the rhetorical structure and strategic nuances of speech acts and genres, is however often identified intuitively, and not explicitly operationalized. A proposal is therefore made on how to systematically go about defining and recognizing moves in discourse through a staged, multi-perspective procedure, which takes multiple parameters into consideration.","PeriodicalId":266449,"journal":{"name":"Investigating the Learning of Pragmatics across Ages and Contexts","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126745037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0