SIGNIFICANCE OF PRAGMATICS WITHIN SLA INSTRUCTION WITH FOCUS ON THE SPEECH ACT OF REQUESTS
DOI:
https://doi.org/10.46991/AFA/2023.19.2.097Keywords:
Second Language Acquisition , Speech Act Theory, Pragmatic competence, ESL/EFL, Task-Based Learning Theory, Data-Driven Learning, Communicative ApproachAbstract
This comprehensive report illuminates the profound significance of pragmatics within the realm of Second Language Acquisition (SLA), with a specific emphasis on the speech act of requests. By examining studies rooted in Speech Act Theory, we can further investigate the critical role of pragmatic competence within the ESL/EFL classroom setting. This paper centralizes student perceptions of pragmatics while taking into consideration both cross-linguistic and extra-linguistic factors. Furthermore, the report will present novel innovative pedagogical practices that seamlessly integrate Task-Based Learning Theory and Data-Driven Learning, facilitating the effective enhancement of pragmatic language skills.
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