McConachy, Troy (2013) Exploring the meta-pragmatic realm in English language teaching. Language Awareness, 22 (2). pp. 100-110. doi:10.1080/09658416.2011.644795

Research output not available from this repository, contact author.

Request Changes to record.

Abstract

As the speakership of English worldwide continues to grow, English language teachers are required to devise ways to prepare their learners for communicating successfully across cultures. As pragmatics is particularly tied up with culture, the ways in which individuals from different cultures will orient to pragmatic phenomena in their interaction are largely dependent on the background cultural knowledge and assumptions which they bring to the interaction and how they choose to position themselves. In the teaching of pragmatics of English, thus there are clear limitations to a ‘knowledge transmission’ orientation to teaching. This paper argues for the need to teach for meta-pragmatic awareness as situated within an intercultural perspective on language teaching and learning. Data is presented to illuminate the concept of meta-pragmatic awareness, accompanied by discussion of how such awareness could be developed in the language classroom.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education P Language and Literature > PE English
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Journal or Publication Title:	Language Awareness
Publisher:	Routledge
ISSN:	0965-8416
Official Date:	2013
Dates:	Date Event 2013 Published 28 February 2012 Available 15 September 2011 Accepted 28 March 2011 Submitted
Volume:	22
Number:	2
Page Range:	pp. 100-110
DOI:	10.1080/09658416.2011.644795
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

Request changes or add full text files to a record

Repository staff actions (login required)

View Item