dc.contributor.author Sachtleben, A
dc.contributor.author Denny, HG
dc.date.accessioned 2012-05-28T22:28:27Z
dc.date.available 2012-05-28T22:28:27Z
dc.date.copyright 2012-03
dc.date.issued 2012-05-29
dc.identifier.citation TESOL Journal, vol.3(1), pp.126 - 137
dc.identifier.uri http://hdl.handle.net/10292/4278
dc.description.abstract Following the recent interest in the teaching of pragmatics and the recognition of its importance for both cross-cultural communication and new speakers of an additional language, the authors carried out an action research project to evaluate the effectiveness of a new approach to the teaching of pragmatics. This involved the use of semiauthentic discourse samples of New Zealand English to raise the pragmatic awareness of trainee interpreters in an undergraduate course taught by the first author. The researchers analysed qualitative data from learner blogs, written during instruction as part of the course requirements, for evidence that the learners noticed paralinguistic features used for pragmatic effect in conversations they overheard or took part in outside the classroom. The class teacher also kept a reflective journal recording her observations on learner progress and the usefulness of the materials. The researchers found there was a growth in the number of learners noticing pragmatic features during tuition, suggesting that the semiauthentic samples were effective as learning tools. Use of these samples also facilitated the noticing and discussion of cross-cultural differences and enabled more learner-centered methodology to be used.
dc.language English
dc.publisher TESOL
dc.publisher AUT University
dc.relation.uri http://dx.doi.org/10.1002/tesj.7
dc.rights Copyright © 2012 John Wiley & Sons. All rights reserved. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository. This article may not exactly replicate the final version published in (please see citation) as it is not a copy of this record. An electronic version of this article can be found online at: (Please see Publisher’s Version)
dc.subject Action research
dc.subject Teaching pragmatics
dc.subject Interpreter education
dc.subject Authentic sample texts
dc.title Making the implicit explicit: raising pragmatic awareness in trainee interpreters, using semi-authentic spontaneous discourse samples
dc.type Journal Article
dc.rights.accessrights OpenAccess
dc.identifier.doi 10.1002/tesj.7
dark.contributor.author Sachtleben, A
dark.contributor.author Denny, HG
aut.relation.endpage 137
aut.relation.pages 12
aut.relation.startpage 126
aut.relation.volume 3

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