Holmes, J. and Riddiford, Nicky. (2011) From classroom to workplace: tracking socio-pragmatic development. ELT Journal, Vol.65 (No.4). pp. 376-386. ISSN 0951-0893

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Abstract

Socio-pragmatic skills have been identified as important components of communicative competence in the workplace, yet relatively few studies have undertaken an evaluation of the effects of classroom-based support in developing both cognitive control and social competence in these areas of language proficiency. This paper reports on a collaborative study that tracks the development of skilled migrants’ socio-pragmatic performance over a period of 12 weeks, from their entry into the classroom, through six weeks of instruction and then into the workplace context. Using a detailed case study, this paper examines the effects of conscious learning, as well as opportunities for social interaction, in the acquisition of appropriate ways of negotiating workplace requests.

Item Type:	Journal Article
Subjects:	H Social Sciences > HD Industries. Land use. Labor H Social Sciences > HM Sociology L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Journal or Publication Title:	ELT Journal
Publisher:	Oxford University Press
ISSN:	0951-0893
Date:	October 2011
Volume:	Vol.65
Number:	No.4
Number of Pages:	11
Page Range:	pp. 376-386
Identification Number:	10.1093/elt/ccq071
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access
URI:	http://wrap.warwick.ac.uk/id/eprint/48357

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