The role of teacher consultation in teacher education: a teacher development project focused on designing and evaluating pragmatics-focused instructional materials

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aut.researcherDenny, Heather Gabrielle
aut.researcherDenny, Heather Gabrielle
dc.contributor.authorDenny, HG
dc.contributor.authorBasturkmen, H
dc.contributor.editorFerryok, A
dc.contributor.editorSkyrme, G
dc.date.accessioned2011-08-11T00:05:50Z
dc.date.accessioned2011-08-15T03:40:54Z
dc.date.available2011-08-11T00:05:50Z
dc.date.available2011-08-15T03:40:54Z
dc.date.copyright2011
dc.date.issued2011
dc.description.abstractLimited knowledge of pragmatics (the socio-cultural 'rules' of interaction in a community and how they are realised in language) can constitute a barrier to successful communication in a second language (Eslami-Rasekh, 2005; Yates, 2008), particularly for advanced learners whose pragmatic mistakes are regarded as more serious than grammatical errors by native speakers (Bardovi-Harlig and Dornyei, 1998). Recent research indicates that L2 pragmatics can be taught and are in general best learned by explicit instruction (Jeon and Kaya, 2006).
dc.format.mediumBook
dc.identifier.citationNew Zealand Studies in Applied Linguistics, vol.17(1), pp.102 - 107, 7
dc.identifier.urihttps://hdl.handle.net/10292/1731
dc.languageEnglish
dc.publisherApplied Linguisitcs Association of New Zealand
dc.relation.replaceshttp://hdl.handle.net/10292/1677
dc.relation.replaces10292/1677
dc.relation.urihttp://search.informit.com.au/documentSummary;dn=882173319177704;res=IELHSS
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version)
dc.rights.accessrightsOpenAccess
dc.subjectteacher education
dc.subjectteaching pragmatics
dc.subjectauthentic materials
dc.titleThe role of teacher consultation in teacher education: a teacher development project focused on designing and evaluating pragmatics-focused instructional materials
dc.typeJournal Article
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Applied Humanities
pubs.organisational-data/AUT/PBRF Researchers
pubs.organisational-data/AUT/PBRF Researchers/Applied Humanities PBRF Researchers
pubs.organisational-data/AUT/PBRF Researchers/Applied Humanities PBRF Researchers/APH Applied English Studies
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