Pragmática en la formación de profesores de español como segunda lengua

de Pablos-Ortega, Carlos (2016) Pragmática en la formación de profesores de español como segunda lengua. Journal of Spanish Language Teaching, 3 (2). pp. 171-188. ISSN 2324-7797

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Abstract

Given that pragmatic competence is one of the main competences of foreign language learning (Common European Framework of Reference for Languages 2002 and Plan Curricular del Instituto Cervantes 2006), it is vital that learners of Spanish be aware of pragmatic elements while learning the language. Therefore, language teacher training syllabi should include pragmatics in their programs of study. The two main aims of this study are: (a) to fill a research void in the analysis of pragmatics training in the teaching of Spanish and (b) to make both teachers and students pragmatically aware when teaching and learning Spanish. In order to carry out these objectives, syllabi for the study of pragmatics on MA programs were analyzed and both teachers’ and students’ views on pragmatics modules were elicited.

Item Type: Article
Additional Information: Published in Issue 2: Bridging the gap in Spanish instructional pragmatics: from theory to practice/Acortando distancias en la enseñanza de la pragmática del español: de la teoría a la práctica Published online 20/03/2017
Uncontrolled Keywords: pragmatics,spanish as a second language,pragmatic competence,teacher training,didactic materials
Faculty \ School: Faculty of Arts and Humanities > School of Politics, Philosophy, Language and Communication Studies
University of East Anglia > Faculty of Arts and Humanities > Research Groups > Language and Communication Studies
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Depositing User: Pure Connector
Date Deposited: 24 Sep 2016 00:25
Last Modified: 17 Mar 2020 22:16
URI: https://ueaeprints.uea.ac.uk/id/eprint/60042
DOI: 10.1080/23247797.2016.1251783

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