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ELT Journal Advance Access originally published online on December 6, 2007
ELT Journal 2008 62(4):349-357; doi:10.1093/elt/ccm092
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© The Author 2007. Published by Oxford University Press; all rights reserved.

Teaching learners to appropriately mitigate requests

Esther Usó-Juan and Alicia Martínez-Flor

Esther Usó-Juan and Alicia Martínez-Flor are professors of Applied Linguistics in the Department of English Studies, Universitat Jaume I of Castellón, Spain, where they teach both undergraduate and postgraduate courses in EFL teaching methodology. Their research focuses on interlanguage pragmatics, as well as the learning and teaching of the four language skills from a communicative perspective

Emails: euso{at}ang.uji.es, aflor{at}ang.uji.es


  Abstract

It is commonly recognized that, for lecturers of English as a Foreign Language (EFL) in a university setting, the goal of their teaching is to develop learners' ability to communicate appropriately in this language. This means that teaching practices should pay attention not only to the key features of the linguistic system of English, but also to its pragmatic norms since lack of this knowledge may impede communication. Consequently, language learners need to be exposed to appropriate input in the classroom. In order to help lecturers in this task, it is the aim of this paper to present a learner-based instructional method designed to develop learners' pragmatic ability when using request mitigating devices in EFL. The rationale behind the selection of this pragmatic feature is discussed in the paper together with an explanation of the proposed teaching method.

Final revised version received July 2007


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