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ELT Journal 1999 53(2):83-91; doi:10.1093/elt/53.2.83
© 1999 by Oxford University Press
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Promoting pragmatic awareness and spoken discourse skills with EAP classes

Charles Clennell

Senior Lecturer in TESOL at the Underdale Campus of the University of South Australia in Adelaide. He contributes to the TESOL awards in the field of phonology and interlanguage studies, and has published a number of articles in TESOL journals relating to learner language, intonation, and discourse analysis in English language teaching. E-mail: <Charles.Clennell{at}unisa.edu.au>

The development of speaking skills in EAP (English for Academic Purposes) courses is a relatively neglected and under-researched area of ESL teaching which relates to a problem facing overseas students preparing for courses in Australian universities. It has become increasingly clear that many of them have difficulty interacting professionally and socially with their native-speaking (NS) peers and teachers in academic contexts. This article draws on recorded data from a recently completed classroom research project, carried out by an EAP class in South Australia, to describe a process which allows non-native speaking (NNS) learners to experience authentic oral interaction with NSs, as well as providing opportunities for them to reflect on the linguistic and socio-pragmatic features of spoken discourse as they arise. This heightened awareness of language in context can build confidence in the learners' oral skills, and may enhance academic performance.


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