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Đánh giá cấp độ phát triển tri năng ngữ dụng ở người học tiếng Anh như một ngoại ngữ thông qua khả năng nhận biết và lí giải vi phạm ngữ dụng./ Phạm Thị Hồng Nhung
// Ngôn ngữ. 2014, Số 4 (299). 2014tr. 24-32. Developing pragmatic competence for language learners has become fundamental to the process of helping them develop communicative competence. Critical literature review has identified 3 main development levels of pragmatic competence of L2 learners: 1) pragmatic awareness, 2) metalinguistic competence and 3) metapragmatic awareness. Relevant literature has also indicated that different research methods contribute to an understanding of study employs a combination of methods with the major method of asking the participants to identify and explain pragmatic violations in order to explore their relevant levels of pragmatic competence development. From the findings, suggestions about the teaching, assessing and researching pragmatic competence are made.
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Một công cụ mới trong đánh giá năng lực dụng học = A new tool in pramatic competence / Nguyễn Huỳnh Lâm.
// Ngôn ngữ và đời sống 2015, Số 7 (237). 2015.tr. 59- 66. This paper proposes that will modification, DCT could be used as a test of intercultural communicative and pragmatic competence. Traditional tools gave a sociocultural context and ask respondents to provide a speech act appopiate for the given situation. This tool (R-DCT) gives the researcher or evaluator an idea of the pramalinguistic repertoire of the respondents, allowing them to make indirect assumption aboutrespondents’ sociopramatic knowledge or sociolinguistic competence. We propose R-DCT as tools to assess intercultural communicative competence and pragmatic competence
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