Term
Spring 2018
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Patty Born-Selly
Content Expert
Anne DeMuth
Abstract
The intent of this curriculum development project is the advancement of instructional pragmatics as a component of interlanguage pragmatic development. The guiding question underlying this project is: What might an instructional pragmatics curriculum for adult EFL learners look like? Pragmatics as a level of linguistics is concerned with language use in context. The research for this project focused on concepts in pragmatics such as Speech Act Theory, especially the expressive speech act of apologizing, interlanguage pragmatics, and instructional pragmatics. This curriculum project was designed for teaching and learning concepts in pragmatics and developing English learner pragmatic competence when performing apologies in English. Several teaching approaches were used in the design of this curriculum, including the awareness-raising approach, explicit instruction, cross-cultural analysis, journaling and reflection, Communicative Language Teaching (CLT), and performance and task-based activities. The audience for this project is adult intermediate to advanced level English language learners studying English as a foreign language in a non-English speaking domain.
Project Type
Curriculum
Keywords
Adult Education, Curriculum, ESL/ ELLs, International Teaching
Recommended Citation
Borer, Bridget, "Teaching And Learning Pragmatics And Speech Acts: An Instructional Pragmatics Curriculum Development Project For EFL Learners" (2018). School of Education and Leadership Student Capstone Projects. 176.
https://digitalcommons.hamline.edu/hse_cp/176
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations