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Pragmatics in Taiwan. linguistics, #1
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- FormatePub
- ISBN8231638222
- EAN9798231638222
- Date de parution12/08/2025
- Protection num.pas de protection
- Infos supplémentairesepub
- ÉditeurWalzone Press
Résumé
This study explored Taiwanese senior high school teachers' pragmatic perceptions and practices. The field of pragmatics has grown considerably over the last few decades and is now recognized as linguistic field. Teaching pragmatic competence is now seen as an essential component of communicative competence and second language learning. Many linguists have put forward many definitions of pragmatics, one that is particularly useful was proposed by David Crystal.
According to Crystal (1998, p120), pragmatics studies the factors that govern our choice of language in social interaction and the effects of our choice on others. It is the study of language from the point of view of the users. However, there is little empirical research or literature on teacher's perceptions and practices at tertiary level in Taiwan. This was a mixed method case study involving ten participants.
Data was collected through two methods an interview and a questionnaire, which included open ended, Likert scale and multiple-choice questions. Major findings in this research included the teachers' understanding of pragmatic knowledge and its teaching varied. Although all the teachers' recognized the importance of teaching pragmatic knowledge in enhancing English as a foreign language (EFL) students' communicative competence.
How the teachers' learnt pragmatics was a major influence on the way the teachers' perceived, and taught pragmatics. The interviews held showed that the teachers' encountered difficulties teaching pragmatics largely because the national syllabus did not allow for it, even though therexwas some flexibility in the classroom. The teachers did seem to rely on text books to teach pragmatics, blaming their lack of methods and pragmatic competence.
The implications of the above are considered, and recommendations are made regarding teachers' perceptions of pragmatics and its teaching, approaches to teaching pragmatics and teaching EFL in general within a Taiwanese senior high school setting, or a similar context, teacher training and development, and designing materials and tasks from the perspectives of symbolic interactionism, cross-cultural/intercultural pragmatics, and critical approach to language teaching.
According to Crystal (1998, p120), pragmatics studies the factors that govern our choice of language in social interaction and the effects of our choice on others. It is the study of language from the point of view of the users. However, there is little empirical research or literature on teacher's perceptions and practices at tertiary level in Taiwan. This was a mixed method case study involving ten participants.
Data was collected through two methods an interview and a questionnaire, which included open ended, Likert scale and multiple-choice questions. Major findings in this research included the teachers' understanding of pragmatic knowledge and its teaching varied. Although all the teachers' recognized the importance of teaching pragmatic knowledge in enhancing English as a foreign language (EFL) students' communicative competence.
How the teachers' learnt pragmatics was a major influence on the way the teachers' perceived, and taught pragmatics. The interviews held showed that the teachers' encountered difficulties teaching pragmatics largely because the national syllabus did not allow for it, even though therexwas some flexibility in the classroom. The teachers did seem to rely on text books to teach pragmatics, blaming their lack of methods and pragmatic competence.
The implications of the above are considered, and recommendations are made regarding teachers' perceptions of pragmatics and its teaching, approaches to teaching pragmatics and teaching EFL in general within a Taiwanese senior high school setting, or a similar context, teacher training and development, and designing materials and tasks from the perspectives of symbolic interactionism, cross-cultural/intercultural pragmatics, and critical approach to language teaching.
This study explored Taiwanese senior high school teachers' pragmatic perceptions and practices. The field of pragmatics has grown considerably over the last few decades and is now recognized as linguistic field. Teaching pragmatic competence is now seen as an essential component of communicative competence and second language learning. Many linguists have put forward many definitions of pragmatics, one that is particularly useful was proposed by David Crystal.
According to Crystal (1998, p120), pragmatics studies the factors that govern our choice of language in social interaction and the effects of our choice on others. It is the study of language from the point of view of the users. However, there is little empirical research or literature on teacher's perceptions and practices at tertiary level in Taiwan. This was a mixed method case study involving ten participants.
Data was collected through two methods an interview and a questionnaire, which included open ended, Likert scale and multiple-choice questions. Major findings in this research included the teachers' understanding of pragmatic knowledge and its teaching varied. Although all the teachers' recognized the importance of teaching pragmatic knowledge in enhancing English as a foreign language (EFL) students' communicative competence.
How the teachers' learnt pragmatics was a major influence on the way the teachers' perceived, and taught pragmatics. The interviews held showed that the teachers' encountered difficulties teaching pragmatics largely because the national syllabus did not allow for it, even though therexwas some flexibility in the classroom. The teachers did seem to rely on text books to teach pragmatics, blaming their lack of methods and pragmatic competence.
The implications of the above are considered, and recommendations are made regarding teachers' perceptions of pragmatics and its teaching, approaches to teaching pragmatics and teaching EFL in general within a Taiwanese senior high school setting, or a similar context, teacher training and development, and designing materials and tasks from the perspectives of symbolic interactionism, cross-cultural/intercultural pragmatics, and critical approach to language teaching.
According to Crystal (1998, p120), pragmatics studies the factors that govern our choice of language in social interaction and the effects of our choice on others. It is the study of language from the point of view of the users. However, there is little empirical research or literature on teacher's perceptions and practices at tertiary level in Taiwan. This was a mixed method case study involving ten participants.
Data was collected through two methods an interview and a questionnaire, which included open ended, Likert scale and multiple-choice questions. Major findings in this research included the teachers' understanding of pragmatic knowledge and its teaching varied. Although all the teachers' recognized the importance of teaching pragmatic knowledge in enhancing English as a foreign language (EFL) students' communicative competence.
How the teachers' learnt pragmatics was a major influence on the way the teachers' perceived, and taught pragmatics. The interviews held showed that the teachers' encountered difficulties teaching pragmatics largely because the national syllabus did not allow for it, even though therexwas some flexibility in the classroom. The teachers did seem to rely on text books to teach pragmatics, blaming their lack of methods and pragmatic competence.
The implications of the above are considered, and recommendations are made regarding teachers' perceptions of pragmatics and its teaching, approaches to teaching pragmatics and teaching EFL in general within a Taiwanese senior high school setting, or a similar context, teacher training and development, and designing materials and tasks from the perspectives of symbolic interactionism, cross-cultural/intercultural pragmatics, and critical approach to language teaching.