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The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom : = Maximizing the communicative competence of Arabic-speaking English language learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom :/
其他題名:	Maximizing the communicative competence of Arabic-speaking English language learners.
作者:	Abushariefeh, Arwa Abdelqader.
面頁冊數:	1 online resource (160 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-09, Section: A.
Contained By:	Dissertations Abstracts International78-09A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369643336

The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom : = Maximizing the communicative competence of Arabic-speaking English language learners.
Abushariefeh, Arwa Abdelqader.

The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom :Maximizing the communicative competence of Arabic-speaking English language learners. - 1 online resource (160 pages)

Source: Dissertations Abstracts International, Volume: 78-09, Section: A.

Thesis (Ed.D.)--University of San Francisco, 2016.

Includes bibliographical references

There is insufficient research on the general importance of pragmatics, more specifically of honorifics, and how it might be incorporated into the ESL curricula. This qualitative study conducted at the College of Alameda (COA) explored the perception of four ESL teachers and seven Arabic-speaking English language learners in response to these questions: (1) What are some of the miscommunication situations related to honorifics that may lead to misunderstanding? (2) How can instruction be improved in order to maximize the Arabic-speaking English language learners' communicative competence with regard to honorifics? and (3) What could be identified as pragmatics issues in the ESL classroom? Research data included narratives from in-depth, one-on-one interviews with 11 participants. The qualitative findings of this study revealed that all 11 participants agreed on the importance of pragmatics generally and honorifics in particular. They concurred that the system of honorifics differs from culture to culture so that teaching and learning it may be challenging to both the teachers and the students. They also shared similar views on the different ways honorifics could be best taught in an ESL setting. Real-life scenarios, role-playing, and modeling were the best teaching approaches emphasized by the 11 participants. Additionally, the study revealed that students wanted to learn more than basic honorifics. However, teachers are not always able to meet the students' expectations because they must abide by the Students Learning Outcomes, which does not leave time to address honorifics.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781369643336Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Arabic-speaking English language learnersIndex Terms--Genre/Form:

554714
Electronic books.

The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom : = Maximizing the communicative competence of Arabic-speaking English language learners.
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520 $a There is insufficient research on the general importance of pragmatics, more specifically of honorifics, and how it might be incorporated into the ESL curricula. This qualitative study conducted at the College of Alameda (COA) explored the perception of four ESL teachers and seven Arabic-speaking English language learners in response to these questions: (1) What are some of the miscommunication situations related to honorifics that may lead to misunderstanding? (2) How can instruction be improved in order to maximize the Arabic-speaking English language learners' communicative competence with regard to honorifics? and (3) What could be identified as pragmatics issues in the ESL classroom? Research data included narratives from in-depth, one-on-one interviews with 11 participants. The qualitative findings of this study revealed that all 11 participants agreed on the importance of pragmatics generally and honorifics in particular. They concurred that the system of honorifics differs from culture to culture so that teaching and learning it may be challenging to both the teachers and the students. They also shared similar views on the different ways honorifics could be best taught in an ESL setting. Real-life scenarios, role-playing, and modeling were the best teaching approaches emphasized by the 11 participants. Additionally, the study revealed that students wanted to learn more than basic honorifics. However, teachers are not always able to meet the students' expectations because they must abide by the Students Learning Outcomes, which does not leave time to address honorifics.
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