Technology and Task-Based Language Teaching (TBLT): Exploring Pragmatics

Autor/in	Herraiz-Martínez, Ana
Titel	Technology and Task-Based Language Teaching (TBLT): Exploring Pragmatics
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 14 (2018) 2, S.38-61 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Pragmatics; Task Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Language Fluency; Teaching Methods; Action Research; Pedagogical Content Knowledge; Language Teachers; Language Research; Interlanguage; Learning Motivation; Elementary School Students; Learning Activities; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Pragmalinguistik; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Pädagogische Kompetenz; Language teacher; Sprachunterricht; Sprachforschung; Zielsprache; Motivation for studies; Lernmotivation; Lernaktivität; Ausland; Spanien
Abstract	This paper focuses on the teaching of pragmatics in English as a Foreign Language classroom and how the traditional way of teaching languages can be challenged. It also aims to highlight the importance of incorporating computer-assisted activities as well as other resources that can be introduced into the classrooms in order to teach pragmatics. Taking into account insights from Second Language Acquisition (SLA) research, a teaching proposal is provided to see a great variety of activities and tools that teachers can use in order to keep their students motivated and engaged with language with the main focus on pragmatics. A series of lessons was developed to help 10 and 11-year-old English language learners achieve pragmatic fluency in apologizing. Fifteen students participated in an after-school action research test of the lessons. They enjoyed the learning activities and demonstrated newly-acquired skills. Results from this study reveal that action research is a valuable way to increase teachers' pedagogical knowledge of how pragmatics is learners in instructional settings. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01