Vigo International Journal of Applied Linguistics VIAL
Alicia Martínez Flor (1): Input in the EFT Settings: focus on the teacher´s awareness and use of requests, suggestions and advice acts. VIAL. Number 0/2003: 73-102.
Within the area of second language acquisition it has been assumed that
the three conditions to acquire different aspects of the target
language include pertinent input, opportunities for output and
feedback. Regarding the first condition and focusing on pragmatic
issues, learners' opportunities for input in the foreign language
classroom are limited to two main sources, namely those of materials
and teachers´output. Previous research examining the presentation of
pragmatic information in English as a Foreign Language (EFL) materials
has demonstrated an artificial and decontextualised use of language.
However, paying attention to the second source, there are no previous
studies which have focused on both teachers' awareness and production
of a particular pragmatic aspect. In this respect, the present study
aims at analyzing a group of university teachers' degree of grammatical
and pragmatic awareness on the one hand and their production of
exhortative speech acts, those of requesting, suggesting and advising,
on the other. In so doing, we attempt to ascertain whether teachers'
output may be regarded as appropriate inut in the foreign language
classroom. Results show that teachers are more aware of grammatical
errors than pragmatic violations. Moreover, their production of the
three speech acts, particularly suggestions and advice acts, makes us
finally state, in line with Bardovi-Harlig (1992,1996), that it would
be beneficial to develop teacher training programs on pragmatics.
(1) Universitat Jaume I, Spain.
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