Examinando por Autor "Rosas, Camila"

Mostrando 1 - 1 de 1
  • Miniatura
    Ítem
    Sorry vs please, accept my apologies: teaching politeness explicitly to first grade high school students
    (Universidad Andrés Bello, 2016) Guzmán Soto, María Paz; Hemmelmann, Katrin; Maldonado, Stephanie; Morales, Bastián; Rosas, Camila; Valdebenito, Savka; Fuentealba, Angie; Facultad de Educación
    The purpose of this project is to determine how can we help students to develop a more native-like performance. Since Chile has an English Program oriented and based on the communicative approach, teaching pragmatics is something which is not considered in the educational curricula and also there is a limited provision of materials given by the Ministry of Education. For the aforementioned reason, the students of the first-grade high school in a bilingual school were subjects of an intervention that was carried out during four pragmatic lessons in order to analyze the impacts that teaching Pragmatic Competence (PC) in an explicit way has, considering also the self-perception about their skills to communicate themselves using the English language before and after the treatment. To conduct this project a mixed method approach was selected as it gave us the opportunity of combining quantitative and qualitative instruments in order to obtain better and more precise results. The aim of this project is to contribute in a field which currently is not studied deeply; despite the studies that already exist is not common to make an analysis on pragmatics. Most of the students are confident in terms of language proficiency, the majority of the participants evaluated themselves better in receptive than productive skills. In terms of sociopragmatic competence, there was not a statistically significant improvement. However, requests showed a more native-like performance. Regarding pragmalinguistic competence, strategies in the post-test were better applied than in the pre-test. In light of the results obtained in this study, there are some implications that can be recommended for different areas. Mainly, this study has a huge influence in terms of national education policies. Keywords: pragmatic, sociopragmatic, pragmalinguistic, speech acts, teaching pragmatics, pragmatic strategies.