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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Attitudes towards regional British accents in EFL teaching: Student and teacher perspectives Baratta, Alex; Halenko, Nicola. - : Elsevier, 2022 BASE Show details 2 Email Pragmatics and Second Language Learners Economidou-Kogetsidis, Maria; Savic, Milica; Halenko, Nicola. - : John Benjamins, 2021 BASE Show details 3 Experts and novices: Examining academic email requests to faculty and developmental change during study abroad Halenko, Nicola; Winder, Lisa. - : John Benjamins, 2021 BASE Show details 4 Teaching Pragmatics and Instructed Second Language Learning: Study Abroad and Technology-Enhanced Teaching Halenko, Nicola. - : Bloomsbury, 2021 BASE Show details 5 Embedding ICT to teach and assess the pragmatic targets of refusals and disagreements in spoken English Halenko, Nicola; Flores-Salgado, Elizabeth. - : British Council, 2020 BASE Show details 6 Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language Wang, Jiayi; Halenko, Nicola. - : Equinox, 2019 BASE Show details 7 Second language pragmatics Halenko, Nicola; Wang, Jiayi. - : Equinox, 2019 Abstract: Second language pragmatics, also known as interlanguage pragmatics, “investigates how L2 learners develop the ability to understand and perform action in a target language” (Kasper & Rose, 2002, p. 5). Being pragmatically competent in another language is considered an essential component of being a successful communicator, as outlined in a number of leading influential frameworks of communicative competence (Bachman & Palmer, 1996; Canale & Swain, 1980; Hymes, 1972). These early frameworks advocate not only the importance of knowing the constructs of a language, but having the ability to use language in socially appropriate ways. For instance, when requesting a favour from someone, in addition to knowing what forms and lexis are needed to produce the request (grammatical competence), users need to consider their linguistic choices in light of acceptability of the request according to the local cultural norms, the specific situation, the favour itself, and from whom they are soliciting the favour (pragmatic competence). Both competencies are inextricably linked and need equal attention in the language-learning process. Leech (1983) and Thomas (1983) describe pragmatic competence as the sum of two specific components: ‘pragmalinguistics’ (the knowledge of linguistic resources needed for communication) and ‘sociopragmatics’ (the knowledge of sociocultural rules which govern these resources). Second language pragmatics investigations often draw on these distinctions when evaluating and assessing L2 performance. Recently, second language pragmatic investigations have begun to highlight the interplay of interactional and intercultural competences in the language-learning process given today’s interconnected societies within which language users now operate. Keyword: Pragmatics; Request; Second language pragmatics URL: https://dora.dmu.ac.uk/handle/2086/21035 https://doi.org/10.1558/eap.38206 BASE Hide details 8 Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests Jones, Christian; Davies, Laura; Davies, Joseph. - : Castledown, 2019 BASE Show details 9 Second language pragmatics Wang, Jiayi; Halenko, Nicola. - : Equinox, 2019 BASE Show details 10 Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language Wang, Jiayi; Halenko, Nicola. - : Equinox Publishing, 2019 BASE Show details 11 Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests Davies, Joseph; Davies, Laura; Halenko, Nicola. - 2019 BASE Show details 12 Using computer-assisted language learning (CALL) tools to enhance output practice Halenko, Nicola. - : Cambridge University Press, 2018 BASE Show details 13 Evaluating the explicit pragmatic instruction of requests and apologies in a study abroad setting:the case of ESL Chinese learners at a UK Higher Education institution Halenko, Nicola. - : Lancaster University, 2017 BASE Show details 14 Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment Halenko, Nicola; Jones, Christian. - : Elsevier, 2017 BASE Show details 15 Successful spoken English: Findings from learner corpora Jones, Christian; Byrne, Shelley; Halenko, Nicola. - : Routledge, 2017 BASE Show details 16 What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context Jones, Christian; Halenko, Nicola. - : Centre for Applied Language Studies, University of Jyväskylä, 2014 BASE Show details 17 What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context. Halenko, Nicola; Jones, Christian. - : University of Jyväskylä, 2014 BASE Show details 18 Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? Halenko, Nicola; Jones, Christian. - : Elsevier, 2011 BASE Show details

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