Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach

Autor/in	Erton, Ismail
Titel	Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach
Quelle	In: Arab World English Journal, 9 (2018) 4, S.56-68 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Erton, Ismail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Difficulty Level; Verbs; Grammar; Semiotics; Second Language Learning; Second Language Instruction; English (Second Language); Linguistic Theory; Pragmatics; Teaching Methods; Communicative Competence (Languages); Role Playing; Cloze Procedure; Linguistic Input; Foreign Countries; Turkish; Psycholinguistics; Sociolinguistics; Contrastive Linguistics; Turkey + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Grammatik; Semiotik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistische Theorie; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Rollenspiel; Lückentext; Sprachbildung; Ausland; Türkisch; Psycholinguistik; Soziolinguistik; Linguistics; Kontrastive Linguistik; Türkei
Abstract	Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and sociopragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01