The Pedagogical relance of metapragmatic discourse in Algerian EFL Secondary school texbooks
| dc.contributor.author | HAMIDI, Badra | |
| dc.date.accessioned | 2021-06-07T09:08:41Z | |
| dc.date.available | 2021-06-07T09:08:41Z | |
| dc.date.issued | 2021-03-02 | |
| dc.description.abstract | Thisstudyrevolves around thenotionofpragmaticcompetenceasaskillofknowinghowtocreateandunderstandmeaningsincommunication,whichininterculturalinteractionrequiresmore extra-linguisticknowledgethanlanguageskills.TheaimofthisresearchistoexplorethepedagogicalrelevanceofmetapragmaticdiscourseinAlgeriansecondaryschooltextbooks of Englishforthe development ofpragmaticawarenessand competenceinEnglish.Toaccomplishtheaimsofthisstudy,ataingulation ofresearchinstruments namely; the teachers'questionnaire,contentanalysisandclassroomobservationareusedalongthedatacollectionphasetocrosschecktheresultsandvalidate or refutethem.Thehypothesespostulatedatthebeginningofthestudyindicatethattheapplicationoffruitfullanguagestrategieswithsomepragmaticelements canhelpAlgerianlearnersofEnglishlearnalanguagemoreeffectivelyandbecomemoreproficientlanguagepractitioners.TheteachingmaterialsthatareusedatthelevelofAlgeriansecondaryschoolsdonotmeetthelearners’needsbecausemanytextbookslackexamplesofactivitiesthatteachorassessbothpragmaticandcommunicativeskillssincepragmaticawarenessitselfis anarealargelyignoredbytextbookswritersandcurriculumdesigners. It canbesaidthattheresearchhypotheseswere confirmed;theEnglishtextbooksthatarecurrentlyusedinallAlgeriansecondaryschoolsdonotofferclassroomlearnersadequateopportunitiesforlearningauthenticlanguage.ThisisduetomanyreasonssuchasthechoiceofonetypeofEnglishattheexpenseofanother, whichismoredictatedbybothpoliticalandeconomicalconsiderationsratherthanbypedagogicalones. MostEnglishadoptedversionslackEnglishnessbesidesthemechanicalwayinwhichthetasksare presentedintheprescribedtextbooks.Despitethefactthatthereseemstobeaneffortstoincorporateextra-linguisticinformationandcommunicativeactivities, theresultsof the currentresearchindicatethatthequantityandthequality ofmeta-pragmaticinformationintheAlgeriansecondaryschooltextbooksofEnglishwereinadequateasasourceofgainingpragmaticcompetence.Therefore,drawingfromthestudyfindings,asetofrecommendationsandpedagogicalimplicationswereputforwardinordertohelpimprovethelanguagelearningoutcomesfromapragmatic perspective. | en_US |
| dc.identifier.uri | http://e-biblio.univ-mosta.dz/handle/123456789/17954 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Mostaganem | en_US |
| dc.subject | Keywords:Metapragmaticinformation,Textbooks of English,EnglishasaForeignLanguage,SecondaryeducationinAlgeria | en_US |
| dc.title | The Pedagogical relance of metapragmatic discourse in Algerian EFL Secondary school texbooks | en_US |
| dc.type | Thesis | en_US |