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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 – 13 of 13 1 Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation Carmen, ALBERDI; Etienne, Carole In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-03349826 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2021, Cahier VALS-ASLA, Numéro spécial 2020, pp.107-128 ; https://www.vals-asla.ch/fr/revue/ (2021) BASE Show details 2 Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020 BASE Show details 3 Translation and language learning: AlfraCovalt as a tool for raising learners' pragmalinguistic and sociopragmatic awareness of the speech act of requesting Guzmán Pitarch, Josep Roderic; Alcón, Eva. - : Universidade de Brasília, 2018 BASE Show details 4 ACTION RESEARCH THE USE OF INSTAGRAM AS AN INTERACTIVE TOOL FOR DEVELOPING THE WRITING OF SHORT STORIES ... Zárate, Patricio; Cisterna, Cecilia. - : Zenodo, 2017 BASE Show details 5 ACTION RESEARCH THE USE OF INSTAGRAM AS AN INTERACTIVE TOOL FOR DEVELOPING THE WRITING OF SHORT STORIES ... Zárate, Patricio; Cisterna, Cecilia. - : Zenodo, 2017 BASE Show details 6 THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS Hyekyeng Kim In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 371-380 (2017) (2017) BASE Show details 7 The Effect of Instruction on Learners’ Pragmatic Awareness: a Focus on Refusals Guzmán Pitarch, Josep Roderic; Alcón, Eva. - : Universidad de Murcia, 2012 BASE Show details 8 Outcomes of a Problem-based Foreign Language Module at a Japanese Elementary School Pederson Stan. - : 熊本大学, 2010 BASE Show details 9 The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals Alcón Soler, Eva; Guzmán Pitarch, Josep In: International Journal of English Studies; Vol. 10 No. 1 (2010): Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials; 65-80 ; International Journal of English Studies; Vol. 10 Núm. 1 (2010): Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials; 65-80 ; 1989-6131 ; 1578-7044 (2010) BASE Show details 10 Rutinas en ELE: la enseñanza de verbos reflexivos desde una aproximación pragmática ; Routines in SFL: teaching reflexive verbs from a pragmatic approach García-Pastor, María Dolores. - : Universidad de Granada, 2009 BASE Show details 11 Wer sprach wie? : Sprachmentalität und Varietätengebrauch im 19. Jahrhundert Jordan, Anna-Luise. - Hamburg : Libri, 2000 BLLDB Show details 12 Strategy to Investigate Pragmatic Awareness Among ESL Learners in New Delhi Ahlullah Siddiqui In: http://theglobaljournals.com/paripex/file.php?val%3DJanuary_2014_1390812941_73cbc_36.pdf BASE Show details 13 DOI:10.2298/PSI0901121B CHILDREN DO ASK, BUT DO NOT KNOW HOW TO DO ASKING: EPI-PRAGMATIC VS. META-PRAGMATIC SKILL 1 Nevena Buđevac; Darinka Anđelković; Maja Savić In: http://www.doiserbia.nb.rs/img/doi/0048-5705/2009/0048-57050901121B.pdf Abstract: Old fi ndings on children’s comprehension of ask and tell were subject to different interpretations refl ecting progress in the fi eld of language acquisition. We want to show that acquiring a particular skill does not necessarily include competence of its intentional control and use. Development of linguistic skills takes place at different levels starting from early spontaneous, implicit abilities to the level of meta-pragmatic refl exive knowledge that enables deliberate monitoring, planning, and practice. The present study was aimed at exploring two extreme points in development: early epi-pragmatic and late refl exive metapragmatic competence. The fi rst part aims at fi nding the earliest instances of children spontaneous ability to pass ask-instructions, and the evidence is provided for the ages as early as 22 to 40 months (much earlier than recorded in the previous studies). The second part is experimental and focuses on children’s ability to respond to ask- and tell-instructions in the context of a cancelled conversational rule (Gricean Maxim of Quantity) which requires deliberate monitoring and use. The results show that this meta-pragmatic refl exive ability becomes stable only at the age of 6 years. Keyword: ask-instruction; conversational awareness; meta-pragmatics; pragmatic development; speech act 1 URL: http://www.doiserbia.nb.rs/img/doi/0048-5705/2009/0048-57050901121B.pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.430.8261 BASE Hide details

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