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Since the concept of communicative competence gained momentum, teaching pragmatics in the language courses could also receive more attention. In the early language teaching studies, the conveyance of pragmatic features to students was expected to happen in an implicit manner, but when importance of teaching pragmatics and teaching culture was known to teachers, the idea of explicit came into being. Being aware of some of deficiencies in explicit teaching approach in creating pragmatic awareness in students, the present study has adopted an initiative through juxtaposing L1 and L2 pragmatic features for the more effective teaching of these features.
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