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Teaching non-native students pragmatic competence when expressing disagreement

What is it about?

This paper studies the effect of explicit instruction on the speech act of disagreement to a group of linguistically proficient students, who nonetheless found it challenging to express disagreement in their L2 (English). It analyses the pre and post performance in an educational forum, using naturally produced data.

Why is it important?

Disagreement has often been studied by means of 'artificial' tools such as questionnaires or DCTs (Discourse completion tests). In this article, I used naturally occurring data as produced by a group of multicultural students in an educational forum. Hence, it also studies computer-mediated communication in a real collaborative piece of work rather than face-to-face disagreement.

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The following have contributed to this page:
Carmen Maíz-Arévalo
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