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dc.contributor.authorTassev, Valentin Valentinov
dc.contributor.otherAssumption University. Graduate School of English
dc.date.accessioned2017-09-12T01:35:59Z
dc.date.available2017-09-12T01:35:59Z
dc.date.issued2017-05
dc.identifier.citationGalaxy: The IELE Journal 1/2016 (May 2017), 18-45en_US
dc.identifier.issn1685-1250
dc.identifier.urihttp://repository.au.edu/handle/6623004553/19823
dc.description.abstractBroadly speaking, the following research study will examine critically the impact of local socio-cultural factors on the process of second language acquisition (SLA) among Thai learners of English. In particular, it will highlight that when learning a second/foreign language (L2), people often respond to certain expressions in the new language more engagingly if these expressions somehow represent a concept or an idea that people are familiar with or can easily identify with from the perspective of their own cultures. Throughout this research study, I am thus advocating for more pragmatic awareness, pragmatic competence and shared cultural knowledge among teachers and learners of English, as I believe it will help us interpret each other's intended meaning(s) better and inform us as teachers on how to conduct our teaching practices better when teaching the L2.en_US
dc.format.extent28 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherAssumption Universityen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectCultureen_US
dc.subjectPragmatic awarenessen_US
dc.subjectPragmatic competenceen_US
dc.subjectShared cultural knowledgeen_US
dc.titlePragmatic awareness and its role in both teaching and learning Englishen_US
dc.typeTexten_US
mods.genreJournal Articleen_US


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