Teaching linguistic politeness: a methodological proposal
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Teaching linguistic politeness: a methodological proposal

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Teaching linguistic politeness: a methodological proposal

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dc.contributor.author Bou Franch, Patricia
dc.contributor.author Garcés Conejos, Pilar
dc.date.accessioned 2013-10-31T10:22:01Z
dc.date.available 2013-10-31T10:22:01Z
dc.date.issued 2003
dc.identifier.uri http://hdl.handle.net/10550/30465
dc.description.abstract The aim of this article is to explore theoretical and methodological aspects of the teaching of pragmatics in a second language. Taking as point of departure the pragmatic continuum, which includes pragmalinguistics and sociopragmatics, we focus on the promotion of sociopragmatic knowledge in classroom contexts. More specifically, it is argued that a revised contextual and interactional view of Brown and Levinson¿s (1987) model of linguistic politeness, related to such notions as genre and politeness systems, offers suitable tools of pragmatic description for use in teaching and learning second languages. We start with a brief overview of linguistic politeness from a socio-cognitive framework. Then, we revise the main methodological approaches to the teaching of pragmatic knowledge in general and the specific teaching of linguistic politeness in particular. Finally, we make a methodological proposal for use in foreign language instruction.
dc.relation.ispartof International Review of Applied Linguistics in Language Teaching, 2003, vol. 41, num. 1, p. 1-22
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Bou Franch, Patricia Garcés conejos, Pilar 2003 Teaching linguistic politeness: a methodological proposal International Review of Applied Linguistics in Language Teaching 41 1 1 22
dc.subject Anglès
dc.subject Llenguatge i llengües Ensenyament
dc.title Teaching linguistic politeness: a methodological proposal
dc.type info:eu-repo/semantics/article
dc.date.updated 2013-10-31T10:22:01Z
dc.identifier.idgrec 005143

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