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Teaching Pragmatic Skills for Language Learners

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dc.contributor.author Kamiya Abdulkhakimova
dc.contributor.author Karina Narimbetova
dc.contributor.author Svetlana Serikbayeva
dc.date.accessioned 2013-04-09T08:50:50Z
dc.date.available 2013-04-09T08:50:50Z
dc.date.issued 2013-04-09
dc.identifier.isbn 9965-31-443-8
dc.identifier.uri http://dspace.enu.kz/handle/data/6214
dc.description http://www.enu.kz en_US
dc.description.abstract Learning a new language is a daunting process as it involves continuous learning of new sounds, many unfamiliar words and various grammar rules. In addition to this, one of the major difficulties that stand in the way of a learner is the social use of language in other words pragmatics rules. Pragmatics encompasses a lot of aspects including speech acts, conversational structure, conversational implicature, discourse analysis, and sociolinguistic aspects of language use such as choice of address forms in EFL studies and teaching. These areas of language and language use have not traditionally been addressed in language teaching process, though they have been the focus of extensive research in linguistics. This paper discusses how teaching pragmatic competence could be approached in the English as a Second Language (ESL) classroom. The paper states that teaching pragmatics aims to facilitate learners’ sense of being able to find socially appropriate language for the situations that they encounter in real life. en_US
dc.language.iso en en_US
dc.relation.ispartofseries УДК;378
dc.subject Pragmatic competence en_US
dc.subject pragmatic awareness en_US
dc.subject speech acts en_US
dc.title Teaching Pragmatic Skills for Language Learners en_US
dc.type Article en_US


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