Pragmatics in Teacher Talk: The Case of Pre-Primary Education

Autor/inn/en	Barón, Júlia; Roquet, Helena; Evnitskaya, Natalia; Navarro, Noelia
Titel	Pragmatics in Teacher Talk: The Case of Pre-Primary Education
Quelle	In: English Language Teaching, 13 (2020) 8, S.168-177 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Pragmatics; Preschool Education; Romance Languages; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Language Usage; Recall (Psychology); Teacher Attitudes; Preschool Teachers; Video Technology; Speech Acts; Teaching Methods; Socialization; Linguistic Input; Classroom Communication + Suchen Sie Ihr Suchwort? Pragmalinguistik; Pre-school education; Vorschulerziehung; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Abberufung; Lehrerverhalten; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Sprechakt; Teaching method; Lehrmethode; Unterrichtsmethode; Socialisation; Sozialisation; Sprachbildung; Klassengespräch
Abstract	This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers' awareness about the effect their language use might have on the development of learners' pragmatic competence both in the L1 and the foreign language. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01