Text coherence and pragmatic failure
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Text coherence and pragmatic failure

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Text coherence and pragmatic failure

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dc.contributor.author Pennock Speck, Barry
dc.contributor.author Suau Jiménez, Francisca
dc.date.accessioned 2013-11-25T11:28:05Z
dc.date.available 2013-11-25T11:28:05Z
dc.date.issued 1998
dc.identifier.uri http://www.uv.es/filologia
dc.identifier.uri http://hdl.handle.net/10550/31403
dc.description.abstract EFL university students in the context of studies in English Philology often reach an adequate standard in speaking and writing informal English. However, they have difficulty mastering some of the formal genres they are required to produce such as academic essays. Students often seem to have got most things right in their essays or other writing tasks but teachers are still left with the feeling that something is amiss. After analysing students' texts, the conclusion that many teachers come to is that the fault lies somewhere above the level of the sentence but that is difficult to pinpoint with exactitude. The questio is then, what factors contribute to the 'foreignness' of students' written production?
dc.relation.ispartof Quaderns de Filologia. Universitat de València, 1998, vol. IV, p. 37-49
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Pennock Speck, Barry Suau Jiménez, Francisca Antonia 1998 Text coherence and pragmatic failure Quaderns de Filologia. Universitat de València IV 37 49
dc.subject Lingüística
dc.title Text coherence and pragmatic failure
dc.type info:eu-repo/semantics/article
dc.date.updated 2013-11-25T11:28:05Z
dc.identifier.idgrec 052127

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