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  • A concept-based approach to teaching speech acts in the EFL classroom /
Tác giả CN Nicholas, Allan.
Nhan đề A concept-based approach to teaching speech acts in the EFL classroom /Allan Nicholas.
Thông tin xuất bản 2015.
Mô tả vật lý p. 383-394.
Tùng thư Oxford University Press.
Tóm tắt While concept-based instruction (CBI), grounded in sociocultural theory, has been the subject of increased attention in recent years, it is still a relatively unknown methodology in language teaching contexts. In this approach, the emphasis is on helping learners develop a deep, conceptual understanding of a skill or knowledge area, so that this knowledge can then be applied in a variety of situations. This article reports on a study in which elements of CBI were combined with findings from conversation analysis research to create a short course on speech acts and the act of requesting. By combining these two areas, the author addresses some of the challenges facing teachers wishing to teach pragmatics in the classroom. The article discusses key features of the course, and proposes a number of principles for effective concept-based speech act instruction.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Nguồn trích ELT journal.- 2015, Vol. 69, No. 4.
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1001 |aNicholas, Allan.
2451 |aA concept-based approach to teaching speech acts in the EFL classroom /|cAllan Nicholas.
260|c2015.
300|ap. 383-394.
3620 |aVol. 69, No. 4 (2015)
490|aOxford University Press.
520|aWhile concept-based instruction (CBI), grounded in sociocultural theory, has been the subject of increased attention in recent years, it is still a relatively unknown methodology in language teaching contexts. In this approach, the emphasis is on helping learners develop a deep, conceptual understanding of a skill or knowledge area, so that this knowledge can then be applied in a variety of situations. This article reports on a study in which elements of CBI were combined with findings from conversation analysis research to create a short course on speech acts and the act of requesting. By combining these two areas, the author addresses some of the challenges facing teachers wishing to teach pragmatics in the classroom. The article discusses key features of the course, and proposes a number of principles for effective concept-based speech act instruction.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
773|tELT journal.|g2015, Vol. 69, No. 4.
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