The Pedagogical relance of metapragmatic discourse in Algerian EFL Secondary school texbooks
Bouhass Benaissi, Badra Hamidi
كلية اللغات الأجنبية-جامعة عبد الحميد بن باديس مستغانم · الجزائر
الموضوعات
علوم اللغة
الملخص
Thisstudyrevolves around thenotionofpragmaticcompetenceasaskillofknowinghowtocreateandunderstandmeaningsincommunication,whichininterculturalinteractionrequiresmore extra-linguisticknowledgethanlanguageskills.TheaimofthisresearchistoexplorethepedagogicalrelevanceofmetapragmaticdiscourseinAlgeriansecondaryschooltextbooks of Englishforthe development ofpragmaticawarenessand competenceinEnglish.Toaccomplishtheaimsofthisstudy,ataingulation ofresearchinstruments namely; the teachers'questionnaire,contentanalysisandclassroomobservationareusedalongthedatacollectionphasetocrosschecktheresultsandvalidate or refutethem.Thehypothesespostulatedatthebeginningofthestudyindicatethattheapplicationoffruitfullanguagestrategieswithsomepragmaticelements canhelpAlgerianlearnersofEnglishlearnalanguagemoreeffectivelyandbecomemoreproficientlanguagepractitioners.TheteachingmaterialsthatareusedatthelevelofAlgeriansecondaryschoolsdonotmeetthelearners’needsbecausemanytextbookslackexamplesofactivitiesthatteachorassessbothpragmaticandcommunicativeskillssincepragmaticawarenessitselfis anarealargelyignoredbytextbookswritersandcurriculumdesigners. It canbesaidthattheresearchhypotheseswere confirmed;theEnglishtextbooksthatarecurrentlyusedinallAlgeriansecondaryschoolsdonotofferclassroomlearnersadequateopportunitiesforlearningauthenticlanguage.ThisisduetomanyreasonssuchasthechoiceofonetypeofEnglishattheexpenseofanother, whichismoredictatedbybothpoliticalandeconomicalconsiderationsratherthanbypedagogicalones. MostEnglishadoptedversionslackEnglishnessbesidesthemechanicalwayinwhichthetasksare presentedintheprescribedtextbooks.Despitethefactthatthereseemstobeaneffortstoincorporateextra-linguisticinformationandcommunicativeactivities, theresultsof the currentresearchindicatethatthequantityandthequality ofmeta-pragmaticinformationintheAlgeriansecondaryschooltextbooksofEnglishwereinadequateasasourceofgainingpragmaticcompetence.Therefore,drawingfromthestudyfindings,asetofrecommendationsandpedagogicalimplicationswereputforwardinordertohelpimprovethelanguagelearningoutcomesfromapragmatic perspective.
روابط وملفات
التعريف والنوع
- رقم الوثيقة
- 0b197089-34ef-448e-a094-bc05c050f69a
- رقم العقد
- 0
- نوع الوسائط
- Crawler
- نوع المحتوى
- الرسائل العلمية
- صيغة المصدر
- رسائل دكتوراة
- نوع الملف
- pdf text
- أسماء الملفات
- 2058890_1.pdf
بيانات النشر
- ألقاب المؤلفين
- [{"name_ar":" Bouhass Benaissi","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":" Badra Hamidi","title_ar":"اعداد","title_en":"Preparation"}]
- اللغة
- English
المصدر والدورية
- اسم المصدر
- The Pedagogical relance of metapragmatic discourse in Algerian EFL Secondary school texbooks
المحتوى والصفحات
- عدد الصفحات
- 0
إشراف وإعداد
- الإشراف
- Bouhass Benaissi
- الإعداد
- Badra Hamidi
الاقتباسات الببليوغرافية
APA
MLA