Strategies and Interlanguage Pragmatics: Explicit and Comprehensive

Autor/inn/en	Sykes, Julie M.; Cohen, Andrew D.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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