The Effect of Instruction on Learners' Pragmatic Awareness: A Focus on Refusals

Autor/inn/en	Soler, Eva Alcon; Pitarch, Josep Guzman
Titel	The Effect of Instruction on Learners' Pragmatic Awareness: A Focus on Refusals
Quelle	In: International Journal of English Studies, 10 (2010) 1, S.65-80 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Speech Acts; Second Language Learning; Cognitive Processes; Second Language Instruction; English (Second Language); Pragmatics; Metacognition; Interlanguage; Undergraduate Students; Foreign Countries; Teaching Methods; Spain + Suchen Sie Ihr Suchwort? Sprechakt; Zweitsprachenerwerb; Cognitive process; Kognitiver Prozess; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Pragmalinguistik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zielsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	The benefits of instruction on learners' production and awareness of speech acts is well documented (see Alcon and Martinez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Felix-Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners' attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners' awareness of refusals. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10