Teaching pragmatics in the ethiopian con
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Teaching pragmatics in the ethiopian con
INVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con ULIE ARSIEAdama Science and Technology UniversityTeaching pragmatics in the ethiopian con
spite of this, information about pragmatic aspect of language and pragmatic-focused instruction is lacking in an EFL Ethiopian context. Textbooks and INVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con ide the classroom. However, the textbooks almost never provide adequate pragmatic information for students to develop successfully their pragmatic competence. The findings indicated that there is a scarcity of pragmatic information contained in the English for Ethiopia 10th and 11th grades textbooks Teaching pragmatics in the ethiopian con , and the variety of pragmatic information is limited. Most of the metalanguage explanations are simple: and there are no metapragmatic explanations aTeaching pragmatics in the ethiopian con
t all.It is fairly possible to infer from the teachers' response that well-designed teacher training and teaching materials should be in place for teaINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con ng the cMHenpỉí ®nd opportụrrtiep for tepchrg prjgmjtcj in »n EFl Conte«t by Kone Sbsnku»e. 2012 A$TV, Adam®, EthkppuTeaching pragmatics in the ethiopian con
ion. Overall, the pragmatics instruction is immature and needs to be developed, and teachers need professional training to be aware of how to teach prINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con ceived competence and the acmal performance never match. This is why according to Dewaele (2011) higher levels of self-perceived competence are linked to lower levels of communication which in fact has to be further investigated in our own context.The research was entirely qualitative except that so Teaching pragmatics in the ethiopian con me simple statistical calculations were used to compute the frequency, mean and percentage of the numerical data. The data were drawn from the contentTeaching pragmatics in the ethiopian con
analysis of two student textbooks (grade 11 &12). responses of four teachers teaching grade 9-12 and self-perceived competence and pragmatic awarenesINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con used materials, future research and well-designed teacher training.Key Words: Pragmatic competence, challenges and opportunities for developing pragmatics in EFL setting, textbook content analysis, self-perceived-competence. MDCTIntroductionLearning a foreign language is regarded nowadays as an esse Teaching pragmatics in the ethiopian con ntial component in the curricula at different educational levels. In particular, learning the English language has become necessary given its widespreTeaching pragmatics in the ethiopian con
ad use throughout the world according to House and Kasper (see, Martinez-Flor. 2004). However, in order to make learners become communicatively competINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con es, towards a more communicative perspective (ibid). Alcaraz (see. Martinez-Flor. 2004) points out that the shift from language usage rule to language use rule was possible due to the advent of pragmatics as a specific area of study within linguistics that favored a focus on interactional and contex Teaching pragmatics in the ethiopian con tual factors of the target language (TL).Investigating thecMUenpesandoppprtvrr-iesfor teacbrg prjgmatCi In an EH Cpnte«t by Kone Sbankuie. 2012 A$TV.Teaching pragmatics in the ethiopian con
Appmj. Ethiopia.-iocunw33®yahoozam> OfTeaching pragmatics in the ethiopian con
guage use, which resembles rhe way the language is used in the "real world” outside the classroom, in these circumstances is very’ challenging and theINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con to develop their own materials, the most commonly-used materials are only published textbooks. As Vellegna (2004) aptly points out, the textbook is often the very center of the curriculum and syllabus. In such cases, textbooks used should be carefully designed, to make sure that they are perfectly i Teaching pragmatics in the ethiopian con n line with the learning objectives and learners' need Basically, the chosen textbook should provide all the important linguistic inputs outlined forTeaching pragmatics in the ethiopian con
each stage of learning and life outside the school. However, studies have shown (for example Vellegna 2004. Peiying. 2007; 2008) that textbooks rarelyINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con sociocultural norms and practices arc in each communication culture is often inadequately presented in the textbook contents’ (Bardovi-Harling 2001:25). In order for students to learn how language really works, they need authentic materials of authentic communication situations. The demand for pragm Teaching pragmatics in the ethiopian con atic input is particularly relevant when upper secondary school teaching materials are concerned, because at this level, students are expected to be qTeaching pragmatics in the ethiopian con
uite proficient language users. Tn other words, at upper secondary school stage, they are at an advanced level and competent to understand the subtletINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con r stage of the comprehensive school and that is obligatory to all students.InveMIptrig the ch»llenje» »nd opportunely fat teachrg pragmatic, in »n tn Content. by Korle $bankv»e. 2012 MTU. 4il»m». Ethiopia <»Teaching pragmatics in the ethiopian con
ciopragmatic knowledge of students. In a similar vein. Kasper (1997) suggests the inclusion of activities such as role-play, simulation, and drama to INVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con and sociolinguistic skills that students need in their everyday interactions outside the classroom.Pragmatic competence can also be acquired through raising awareness on the pragmatic aspects of second foreign language, and in this process, the metalanguage, that is. "a language which is used to des Teaching pragmatics in the ethiopian con cribe language” (Lyons 1995: 7). can assist significantly. In teaching and learning of any language, metalanguage is essential, both in classroom inteTeaching pragmatics in the ethiopian con
raction and within the teaching materials. In language instruction context, metalanguage helps the learners to understand the key elements of the targINVESTIGATING THE CHALLENGES AND OPPORTUNITIES FOR DEVELOPING PRAGMATIC COMPETENCE OF EFL STUDENTS: THE CASE OF St. JOSEPH SCHOOL IN ADAMAKORIE SHANKU Teaching pragmatics in the ethiopian con s, the level of language proficiency increases as weir (Renou 2001: 261). and therefore the teaching materials should be rich in pragmatic metalanguage and teachers should also be aware of the significant role of learning pragmatics.In conclusion, this study has focused on challenges and opportuniti Teaching pragmatics in the ethiopian con es for teaching pragmatic competence. Besides. It was the intent of this research to evaluate teachers' perception of the textbooks content in terms oTeaching pragmatics in the ethiopian con
f their pragmatic content. Furthermore, it was the concern of this study to look at what teachers think are impediments for them to deliver pragmaticGọi ngay
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