Raising the pragmatic awareness of language learners

By Zohreh Eslami-Rasekh. 2005

288 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c8ae2b395bcaa90f54c0e1526057cfcbf1198032

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. L. Rowland
2. Donna Sharpless
3. Naoko Taguchi
4. Camilla Vásquez
5. K. Bardovi-Harlig

In Literature and Literary Theory

1. L. Rowland
2. Donna Sharpless
3. Naoko Taguchi
4. Camilla Vásquez

Citations in the corpus

• The Role of Pragmatics in the Master's TESOL Curriculum: Findings From a Nationwide Survey (2009, background): “…have also appeared in recent issues of second language acquisition research journals (e.g., Félix-Brasdefer, 2004; Schauer, 2006), as well as journals geared more toward English language teacher practitioners (e.g., Crandall & Basturkmen, 2004; Eslami-Rasekh, 2005; Martínez-Flor & Usó-Juan, 2006).”
• Teaching Pragmatics: Trends and Issues (2011, background): “Despite this importance, the knowledge and beliefs held by teachers about sociocultural aspects of language and effective techniques for teaching pragmatics have rarely been addressed (Cohen, 2008; Eslami-Rasekh, 2005).”
• The pedagogical benefits of a linguistic landscape project in Japan (2013, background): “Although focusing on the pragmatics of spoken language, Eslami-Rasekh (2005) suggests that language students in either ESL or EFL settings can benefit from taking on the role of ethnographers and recording the contextual details of actual language use as they encounter it outside the classroom (see…”