38 research outputs found
Mutations in the ST7/RAY1/HELG locus rarely occur in primary colorectal, gastric, and hepatocellular carcinomas
Ajustes morfolĂłgicos e fisiolĂłgicos em plantas jovens de AraucĂĄria angustifolia (Bertol.) Kuntze em resposta ao sombreamento
Proteomic database mining opens up avenues utilizing extracellular protein phosphorylation for novel therapeutic applications
A grammar of L2 pragmatics: Issues in learning and teaching
A grammar represents knowledge of given linguistic forms and rules for their
use.This chapter addresses a broad conceptualization of a grammar of second language (L2) pragmatics and issues for teaching and learning.Three aspects of a grammar of L2 pragmatics are discussed in the chapter. First, a focus on the larger communicative goals of pragmatic instructionânot simply on a set of speech acts but aiming for overall successful interaction between learners and native speakersârequires an articulation between speech act knowledge and face-to-face conversation.This articulation in turn, entails a degree of target language expectations of how coherent and cohesive talk should flow. Second, the chapter addresses the kinds of knowledgeâgrammatical, pragmatic, and socioculturalâ that are required to communicate successfully.Third, it explores the
knowledge of the linguistic variation inherent in speech communities, such as registers and other contextual factors like gender and social dynamics.These three issues are discussed considering the relevant research in the respective
areas.The chapter concludes with suggestions for a usage-based, contextualized approach to an L2 grammar of pragmatics
The aquisition of pragmatic competence in an L2 classroom: giving advice in Spanish
textThis dissertation investigates the effect of instructional video, metapragmatic
discussion and explicit pragmatic instruction on the acquisition of the advice speech act
(SA) by second language (L2) learners in fourth-semester Spanish courses at the
university level. Though universals of pragmatics may facilitate the development of
interlanguage pragmatics (ILP) (Kasper and Schmidt, 1996), L2 learners display a
noticeably different L2 pragmatic system in both production and comprehension than
native speakers (Bardovi-Harlig, 2001; Kasper, 1997). ILP research has shown that even
among advanced L2 learners, L2 pragmatic competence is lacking (Kasper & Schmidt,
1996; Kasper & Rose, 1999). In response to this problem, the investigation proposes an
appropriate and effective way to facilitate the acquisition of L2 pragmatic knowledge.
The study adopted a design including pretest, posttest, and delayed posttest with
three groups, incorporating video, metapragmatic discussion, and pragmatic instruction
into its treatments in order to teach sociopragmatic and pragmalinguistic components of
the Spanish advice SA. The data used for the study were collected from the learners by
means of role-play and were transcribed and quantitatively analyzed. The learnersâ advice
realizations were analyzed for the following: (a) advice head act; (b) typical linguistic
items; (c) amount of speech; (d) level of formality; (e) level of directness; and (f)
politeness. Also, assessments from instructors and learners about the treatments and the
teaching of Spanish pragmatics were collected and analyzed.
The findings of the investigation indicate that the instructional approach that
included the use of video, metapragmatic discussion and pragmatic instruction, enabled
the learners in this particular group to perform better than the other two groups in
acquiring L2 pragmatic competence of the Spanish advice SA. These results imply that
the L2 instructional techniques and opportunities for meaningful language practice in the
classroom used here may result in gains of L2 pragmatic development.Spanish and Portugues
Autoimmune autonomic ganglionopathy manifesting as acute-onset orthostatic hypotension in a patient undergoing peritoneal dialysis
Fluorescence Polarization and Energy-Transfer Studies on the Pyruvate Dehydrogenase Complex of Escherichia coli
Ideologies of English in Japan: the perspective of policy and pedagogy
This paper examines the ideologies of language which underpin mainstream applied linguistic research and educational policy generation for English language teaching in Japan. Over the last 30 years a burgeoning literature has devoted itself to the task of researching and directing English language education in Japan, but has, by its own admission, had little success in effecting much change in what it perceives as a system incompatible with effective language learning. By surveying prominent academic studies on this topic and analysing these with reference to the policy reforms with which they interact, the paper makes explicit the linguistic and socio-political assumptions upon which this work is based and suggests that a critical awareness of these ideologies can assist in the production of sustainable language regulation