This book presents the results of a classroom based research, whose interventional design was informed by previous research literature on the realization of speech acts, and also guided by second language acquisition (SLA) theory, specifically by cognitive processing theory. The findings obtained through this study point to the conclusion that learners in a FL context need constant pragmatic and metapragmatic input, instilled through collaborative practice activities, which minimally include metapragmatic reflection and communicative practice as a way to furnish learners with the elements they need for developing their pragmatic competence in the TL. This evidence highlights the importance of pragmatics in the field of foreing language teaching and learning (FLTL) speciafically for the areas of techers’ education, curriculum design, and materials development.
Fue la primera compra en línea y tuve algunas dudas (puse una dirección inexistente, pero llegó) y me prestaron toda atención a los inconvenientes.
Atiende atentamente y simplemente son una cariñosa sensación sus servidores.