Pragmatic competence in EFL secondary school context: An investigation on (dis)agreement strategies
This thesis analyzes the pragmatic input in EFL instructional materials in the Spanish context to determine the extent to which (dis)agreement strategies are presented to EFL students. The study focuses on a comprehensive examination of the 'New Action' 3 and 4 textbooks by Burlington Book...
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| Tipo de documento: | dissertação |
| Data de publicação: | 2024 |
| País: | España |
| Recursos: | Universidad de La Laguna (ULL) |
| Repositório: | RIULL. Repositorio Institucional de la Universidad de La Laguna |
| OAI Identifier: | oai:riull.ull.es:915/36504 |
| Acesso em linha: | http://riull.ull.es/xmlui/handle/915/36504 |
| Access Level: | Acceso aberto |
| Palavra-chave: | pragmatic competence, EFL context, speech acts, EFL textbooks, audiovisualmaterials, pragmatic instruction competencia pragmática, contextos EFL, speech acts, libros de texto EFL, materiales audiovisuales, enseñanza pragmática |
| Resumo: | This thesis analyzes the pragmatic input in EFL instructional materials in the Spanish context to determine the extent to which (dis)agreement strategies are presented to EFL students. The study focuses on a comprehensive examination of the 'New Action' 3 and 4 textbooks by Burlington Books, systematically analyzing each page for the presence of (dis)agreement strategies. The findings reveal a lack of explicit pragmatic instruction within these materials. Interestingly, contrary to previous research, the textbooks give more emphasis to disagreement strategies rather than agreement strategies. To address this gap and further enhance students' exposure to (dis)agreement strategies, a teaching intervention is proposed. The objective of this teaching proposal is to raise students' awareness of pragmatic elements through explicit explanations and questions, while also encouraging their production through output-based activities. This thesis aims to present a thorough analysis of EFL materials and propose a teaching approach that effectively addresses students' needs. |
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