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The environments differ, and therefore, the language differs.: A case study of how pragmatic competence in English is taught in a Swedish secondary and upper secondary school.
Stockholm University, Faculty of Humanities, Department of English.
2014 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Pragmatic competence has become an essential component of L2 (second language) proficiency. The purpose of this case study is to investigate how pragmatic competence in English is taught in a public Swedish secondary and upper secondary school. The aim with this study is to reach an in-depth understanding of how the teachers in this specific school view, value and teach pragmatic competence. The study has a qualitative approach and was conducted through semi-structured interviews with two teachers. In addition to the interviews, an analysis of the pedagogic material used in the classroom was made. The most significant findings of the study show that pragmatic competence and cultural knowledge are teachable and are indeed being taught in the studied school. Different types of oral activities are the mostly used pedagogical practices to teach different aspects of pragmatic competence. The aspects of pragmatic competence that are in focus, in both secondary and upper secondary school, are formal and informal language, adaptation of the language and politeness. 

Place, publisher, year, edition, pages
2014. , 22 p.
Keyword [en]
Case study, Second language acquisition, Sociolinguistics, Communicative competence, Interlanguage pragmatics, Swedish secondary school, Swedish upper secondary school.
National Category
General Language Studies and Linguistics
URN: urn:nbn:se:su:diva-99946OAI: diva2:689732
2014-01-13, 11:25 (English)
Available from: 2014-01-22 Created: 2014-01-21 Last updated: 2014-01-22Bibliographically approved

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Plaza BA degree project(346 kB)542 downloads
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