Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F25%3A10508917" target="_blank" >RIV/00216208:11210/25:10508917 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=k.1FJ-Zr4J" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=k.1FJ-Zr4J</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5209/cjes.101783" target="_blank" >10.5209/cjes.101783</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction
Popis výsledku v původním jazyce
This article presents a unified taxonomy of linguistic strategies and politeness markers for making suggestions in English, alongside guidelines for its integration into second/foreign language (L2) pragmatics instruction. In response to the lack of systematic frameworks for analyzing this speech act in recent decades, the development of such a typology is essential. Drawing on four existing classification systems, the taxonomy incorporates both the inherent features of the speech act and language-related factors-such as directness and mitigation-that influence its realization. The second part of the article proposes an instructional sequence for teaching suggestions in L2 contexts, designed to implement the unified taxonomy while incorporating five key instructional components: input presentation, awareness-raising, metapragmatic instruction, communicative practice, and feedback. This sequence aligns with current conceptualizations of L2 pragmatics, promotes learner agency, and underscores the teacher's role in supporting learners as they negotiate their identity through pragmatic choices.
Název v anglickém jazyce
Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction
Popis výsledku anglicky
This article presents a unified taxonomy of linguistic strategies and politeness markers for making suggestions in English, alongside guidelines for its integration into second/foreign language (L2) pragmatics instruction. In response to the lack of systematic frameworks for analyzing this speech act in recent decades, the development of such a typology is essential. Drawing on four existing classification systems, the taxonomy incorporates both the inherent features of the speech act and language-related factors-such as directness and mitigation-that influence its realization. The second part of the article proposes an instructional sequence for teaching suggestions in L2 contexts, designed to implement the unified taxonomy while incorporating five key instructional components: input presentation, awareness-raising, metapragmatic instruction, communicative practice, and feedback. This sequence aligns with current conceptualizations of L2 pragmatics, promotes learner agency, and underscores the teacher's role in supporting learners as they negotiate their identity through pragmatic choices.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
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OECD FORD obor
60203 - Linguistics
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Complutense Journal of English Studies
ISSN
2386-3935
e-ISSN
2386-6624
Svazek periodika
33
Číslo periodika v rámci svazku
332
Stát vydavatele periodika
ES - Španělské království
Počet stran výsledku
22
Strana od-do
e101783
Kód UT WoS článku
001616220800002
EID výsledku v databázi Scopus
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