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Perceptions of Incorporations of Explicit Instruction of Intercultural Pragmatics into Foreign Language Education : = A Qualitative Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of Incorporations of Explicit Instruction of Intercultural Pragmatics into Foreign Language Education :/
Reminder of title:	A Qualitative Case Study.
Author:	Dzakula, Bozo.
Description:	1 online resource (186 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380897310

Perceptions of Incorporations of Explicit Instruction of Intercultural Pragmatics into Foreign Language Education : = A Qualitative Case Study.
Dzakula, Bozo.

Perceptions of Incorporations of Explicit Instruction of Intercultural Pragmatics into Foreign Language Education :A Qualitative Case Study. - 1 online resource (186 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--National University, 2023.

Includes bibliographical references

Foreign language learners in the military must develop and maintain intercultural pragmatic competence to accomplish their missions in different cultural environments. The problem is military learners of foreign languages lack the necessary cultural appropriateness skills in cross-cultural situations, resulting in unexpected pragmatic challenges, such as pragmatic errors when communicating with native speakers. This study aimed to examine teachers' beliefs about teaching intercultural pragmatics. The study used a conceptual framework based on second language acquisition, intercultural pragmatics, and military theories in foreign language learning. Participants were recruited through the language school's internal e-mail network, and they were eligible to participate in this study if they had at least 2 years of experience providing cultural orientation training to students. Purposive sampling was used to select 11 participants. Data were collected using semi-structured interviews, surveys, class observation, and document analysis and were coded and thematically analyzed through Braun and Clarke's six-phased approach for thematic analysis. A total of seven themes emerged for two research questions. The findings suggested four specific practices: a) providing efficient teachers' training in designing pragmatic-focused lesson plans for the instruction and ensuring b) the development of teaching materials collaboratively, c) the implementation of formative assessment, and d) more academic immersion activities and learners' interaction with native speakers of foreign languages. Future qualitative research could be focused on the following: a) teachers use of high-leverage teaching practices, b) increasing motivational factors for using such practices, and c) explicit teaching of intercultural pragmatics and assessment from the first semester of language courses.

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

Mode of access: World Wide Web

ISBN: 9798380897310Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Intercultural pragmaticsIndex Terms--Genre/Form:

554714
Electronic books.

Perceptions of Incorporations of Explicit Instruction of Intercultural Pragmatics into Foreign Language Education : = A Qualitative Case Study.
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