Giving students a fighting chance: pragmatics in the language classroom

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dc.contributor.authorMcLean, Terence
dc.date.accessioned2014-09-05
dc.date.accessioned2022-05-27T01:13:12Z
dc.date.available2022-05-27T01:13:12Z
dc.date.issued2004
dc.description.abstractIn order to give language learners a fighting chance outside the classroom, teachers must provide them with consciousness-raising opportunities for developing pragmatic awareness. By attending to pragmatic factors in second-language (L2) situations, students will be better able to make informed choices in negotiating effective communication. This article examines the potential use of the pragmatic discourse completion task (DCT) as a springboard for discussion in the L2 classroom. A description of a DCT used in a study involving advanced L2 learners at the University of Alberta (Ranta, 2002) is provided. The author also provides suggestions for developing students' pragmatic awareness.
dc.format.extent1.83 MB
dc.format.mimetypePDF
dc.identifier.citationMcLean, Terrence. "Giving Students A Fighting Chance: Pragmatics In The Language Classroom." TESL Canada Journal 21.2 (2004): 72-92. ERIC. Web. 5 Sept. 2014.
dc.identifier.urihttps://hdl.handle.net/20.500.14078/140
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectESL
dc.subjectpragmatics
dc.subjectEnglish as a second language
dc.titleGiving students a fighting chance: pragmatics in the language classroom
dc.typeArticle
dspace.entity.type
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