Considering Pragmatics in Foreign Language Writing Instruction: Teachers’ Attitudes and Practices
| المصدر: | المجلة الجزائرية للأبحاث والدراسات |
|---|---|
| الناشر: | جامعة محمد الصديق بن يحيى جيجل |
| المؤلف الرئيسي: | Arzim, Messaouda (Author) |
| مؤلفين آخرين: | Kouicem, Khadidja (Co-Author) |
| المجلد/العدد: | مج7, ع4 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أكتوبر |
| الصفحات: | 163 - 178 |
| ISSN: |
2602-5663 |
| رقم MD: | 1543918 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Foreign Language Writing | Pragmatics | Native Language Norms | Teaching Pragmatics | Target Language Norms | Writing Instruction
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
The present study aims to investigate whether pragmatics has any place in the teachers’ writing instruction. It is based on the assumption that teaching target language pragmatics would promote the learners’ writing skill. Therefore, this study attempts to unveil the teachers’ practices as to whether they consider any pragmatic features of the target language in their writing classes. It also seeks to probe their attitudes towards integrating explicit pragmatic instruction into their writing classes. To this end, a questionnaire was administered to a sample of eleven teachers of writing at the Department of English at the University of Jijel, Algeria. The findings revealed that most teachers do not consider the target language pragmatic norms in their teaching, although they recognize the effect of native language norms on their students’ writing. In addition, the majority of the teachers voiced their positive attitudes towards integrating pragmatics in their writing instruction and expressed their willingness in adapting existing materials to attain the set objectives of foreign language writing. |
|---|---|
| ISSN: |
2602-5663 |
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