From classroom to workplace: tracking socio-pragmatic development
Holmes, J. and Riddiford, Nicky. (2011) From classroom to workplace: tracking socio-pragmatic development. ELT Journal, Vol.65 (No.4). pp. 376-386. ISSN 0951-0893Full text not available from this repository.
Official URL: http://dx.doi.org/10.1093/elt/ccq071
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|
|Number of Pages:||11|
|Page Range:||pp. 376-386|
|Access rights to Published version:||Open Access|
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