Developing Pragmatic Competence at A1, A2, B1 and B2 Level: Requests

Kusevska, Marija (2014) Developing Pragmatic Competence at A1, A2, B1 and B2 Level: Requests. Proceedings of the International Applied Linguistics Conference: Practice in Language, Language in Practice. pp. 146-157. ISSN ISBN 978-608-4506-34-8

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This paper reports on the results of a corpus study on the development of pragmatic competence of Macedonian learners of English at A1, A2, B1 and B2 level, as defined by the Common European Framework of Reference Levels (CEFR). Pragmatics is the study of language for communication. With the introduction of the communicative approach, it has become obvious that learning the rules of lexicon, grammar and phonology is not enough for successful communication. For the realization of their communicative intentions in the second/ foreign language, learners have to learn both the social rules and the linguistic forms appropriate in certain situations. Central to developing pragmatic competence are the speech acts. In this study, we will be focusing on the speech acts of requesting and apologizing. Even in such restrictive environment as the classroom, they are among the first speech acts that students are exposed to. The Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) gives global description of communicative language competences. The particular linguistic means that native speakers use for requesting and apologizing are described in more detail in the accompanying T-books (Breakthrough-A1; Waystage-A2; Threshold Level-B1; Vantage-B2). Data for analysis was drawn from the Macedonian English Learner Corpus (MELC) which was compiled in 2011-2012 as a part of a joint project of FON, UKIM and UGD. The analysis will follow the steps below: 1. First, the expectations of CEFR for levels A1, A2, B1 and B2 for the production of the above speech acts will be defined; 2. Then students’ performance at each level separately will be checked to confirm whether they have achieved the required pragmatic performance; 3. By comparing the achievements at all levels, we will try to define the stages of speech act acquisition; 4. We will also discuss the stages with respect to the observed modifications and language transfer; 5. Finally, some implications for teaching speech acts will be made

Item Type: Article
Subjects: Humanities > Languages and literature
Divisions: Faculty of Philology
Depositing User: Marija Kusevska
Date Deposited: 26 Sep 2014 12:50
Last Modified: 04 Aug 2015 13:57

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