(function(doc, html, url) { var widget = doc.createElement("div"); widget.innerHTML = html; var script = doc.currentScript; // e = a.currentScript; if (!script) { var scripts = doc.scripts; for (var i = 0; i < scripts.length; ++i) { script = scripts[i]; if (script.src && script.src.indexOf(url) != -1) break; } } script.parentElement.replaceChild(widget, script); }(document, '

Role-play and Dialogic Classroom Discourse Developing Oral L2 Pragmatics

What is it about?

This paper looks at setting up and using role-play to develop and assess pragmatic competence in L2 through speaking situations using a rubric based on pragma-linguistic, meta-pragmatic and socio-pragmatic categories. Engaging meta-pragmatic interactions preceded the role-plays, and formal and informal instructor feedback related to implicature, prosody, implicit understandings, direct conversation strategies, grammar, and vocabulary.

Why is it important?

As part of a larger study on developing and assessing oral pragmatic competence in EAP, this naturalistic study shows how a particular approach of classroom interaction and categorized analysis builds both pragmatic awareness and performance in course-end role-plays.

Read more on Kudos…
The following have contributed to this page:
Angelina Van Dyke
' ,"url"));