Being Pragmatically Aware in the Teaching of English as a Foreign Language

Authors

  • Carlos De Pablos-Ortega University of East Anglia (Reino Unido) y University of Sidney (Australia)

DOI:

https://doi.org/10.26378/rnlael019287

Keywords:

pragmatics, implicatures, perceptions, foreign language teaching, pragmatic competence

Abstract

This paper analyzes Luciana María Cignetti and María Salomé Di Giuseppe’s paper entitled “Pragmatic awareness of conversational implicatures and the usefulness of explicit instruction”. It discusses highlights of the research and areas for improvement, which would have helped provide a more thorough overview of the investigation. This research underlines the necessity for foreign languages teachers to be pragmatically aware.

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Published

2015-11-30

How to Cite

De Pablos-Ortega, C. (2015). Being Pragmatically Aware in the Teaching of English as a Foreign Language. Nebrija Journal of Applied Linguistics to Language Teaching, (19), 91–93. https://doi.org/10.26378/rnlael019287

Issue

No. 19 (2015): Number 19

Section

Comentario

License

The copyright holder(s) consent to the distribution of their article under the license CC BY ND.

Creative Commons License