Pregledni rad
https://doi.org/10.32728/mo.17.1.2022.03
USING TASKS IN TEACHING PRAGMATICS
Zoran Pervan
orcid.org/0000-0001-8415-8910
; Faculty of Humanities and Social Sciences University of Mostar Bosnia and Herzegovina
Sažetak
Although pragmatics has been incorporated into pedagogy for many years now, it has often remained on the margins of L2 language teaching where the primary focus was placed on teaching grammar and vocabulary. In the past two decades, however, there has been an increase in interest in teaching L2 pragmatics as it has been claimed that second language acquisition cannot be successful without familiarization with the pragmatics of the second language. This paper aims to give an overview of the research done in second language teaching with a specific accent on TBLT/TSLT as being the framework in which L2 pragmatics teaching can be successful. Tasks are of great importance in teaching pragmatics as they can give a review of a real-work situation in the classroom and in this way bring the learners closer to understanding L2 pragmatics. One special aspect of task-based language teaching is certainly computer-mediated TBLT which can facilitate the creation of tasks and in such a way promote L2 task-based pragmatics teaching.
Ključne riječi
L2 language, L2 pragmatics, grammar and vocabulary, TBLT/TSLT.
Hrčak ID:
306348
URI
Datum izdavanja:
21.7.2023.
Posjeta: 279 *