Exploring Pragmatic Awareness of Prospective Teachers of English as a Foreign Language and their Reflections on Pragmatic Knowledge and Practices
| المصدر: | مجلة البحوث التربوية والتعليمية |
|---|---|
| الناشر: | المدرسة العليا للأساتذة بوزريعة - مخبر تعليم - تكوين - تعليمية |
| المؤلف الرئيسي: | Khabcheche, Houda (Author) |
| مؤلفين آخرين: | Hamitouche, Fatiha (Co-Author) |
| المجلد/العدد: | مج11, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2022
|
| الصفحات: | 787 - 812 |
| رقم MD: | 1295974 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Instructional Pragmatics | Pragmatic Awareness | Prospective TEFL Teachers | Language Teacher Education
|
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
Pragmatic competence has become a crucial component of language teacher education. Prospective English as Foreign Language (EFL) teachers should be aware of the pragmatic challenges of the target language and the importance of developing their learners’ pragmatic competence. However, most language teachers focus on grammar and vocabulary as they may lack pragmatic awareness of the target language, or they may struggle in setting their pragmatic knowledge into practice. This study explores the pragmatic awareness of 90 master's degree students, majored in Teaching English as a Foreign Language (TEFL). Data were collected through reflection papers about the sample’s strengths and weaknesses as regards pragmatics and how they evaluate the pragmatic course they have partaken at university with the perceived adequacy of teaching pragmatics. Therefore, participants were asked to design a pragmatically-focused lesson plan to examine their ability to transfer their pragmatic knowledge into practice. The findings have indicated that prospective EFL teachers’ pragmatic awareness was mostly located in the level of theoretical pragmatics; moreover, lesson plan evaluations revealed that the study informants found it challenging to transfer pragmatic knowledge into practical pragmatic lessons. |
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عناصر مشابهة
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Pragmatics in English Language Classroom : The Case of Restrictive and Non-Restrictive Relative Clause's Contribution to the Development of the Communication Process
بواسطة: Al Romi, Fahad M. منشور: (1995) -
Reflective Practices on Teaching English as a Foreign Language in the Algerian Secondary School: Perspectives and Challenges
بواسطة: Bouakaz, Sara منشور: (2023) -
PRACTICAL WRITING FOR LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE
بواسطة: Qudah, Mahmoud Ali منشور: (1991)
