Learning to communicate in a globalized world: to what extent do school textbooks facilitate the development of intercultural pragmatic competence?

Autor/in	Nguyen, Minh Thi Thuy
Titel	Learning to communicate in a globalized world: to what extent do school textbooks facilitate the development of intercultural pragmatic competence?
Quelle	In: RELC journal : a journal of language teaching and research in Southeast Asia, 42 (2011) 1, S. 17-30 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0033-6882; 1745-526X
DOI	10.1177/0033688210390265
Schlagwörter	Sekundarstufe II; Schulbuch; Pragmatik (Ling); Text; Englischunterricht; Online-Publikation; Vietnam
Abstract	Although a key component in English language teaching programs, English textbooks have been criticized for not offering classroom learners adequate opportunity for learning authentic language (Bardovi-Harlig, 2001; Grant and Starks, 2001; Wong, 2002; Vellenga, 2004). This is because instead of making use of language samples that native speakers actually produce, many textbooks have drawn on native speakers' intuition about language use, which might not always be reliable (Wolfson, 1989a). This article reports on the finding of a study which aims to analyze and evaluate the pragmatic content of a recently developed series of textbooks intended for use in Vietnam's upper-secondary schools. Specifically, the article examines how speech acts are linguistically presented in the textbooks and whether adequate contextual and meta-pragmatic information is provided to facilitate the learning of these speech acts. The article also draws implications regarding the writing of ESL/EFL materials for developing intercultural communicative competence in the context of English as a Global Language.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2015/1