Literaturnachweis - Detailanzeige
Autor/inn/en | Sykes, Julie M.; Cohen, Andrew D. |
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Titel | Strategies and Interlanguage Pragmatics: Explicit and Comprehensive |
Quelle | In: Studies in Second Language Learning and Teaching, 8 (2016) 2, S.381-402 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2083-5205 |
Schlagwörter | Learning Strategies; Pragmatics; Interlanguage; Second Language Learning; Second Language Instruction; Guidelines; Metacognition; Teaching Methods; Learning Processes; Speech Acts; Interpersonal Communication; Language Variation; Classification; Age Differences; Language Skills; Language Proficiency; Subcultures; Goal Orientation; Web Sites; Educational Resources; Visualization; Cognitive Style; Emotional Response Learning methode; Learning techniques; Lernmethode; Lernstrategie; Pragmalinguistik; Zielsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Richtlinien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Sprechakt; Interpersonale Kommunikation; Sprachenvielfalt; Classification system; Klassifikation; Klassifikationssystem; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Language skills; Subculture; Subkultur; Zielorientierung; Zielvorstellung; Web-Design; Bildungsmittel; Visualisation; Visualisierung; Cognitive styles; Kognitiver Stil; Emotionales Verhalten |
Abstract | Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen's (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation. (As Provided). |
Anmerkungen | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |