Scholarlink

The chapter reviews empirical research on using tasks for teaching pragmatics to different age groups, including young learners, with a focus on task complexity, difficulty, and modalities. Two theoretical frameworks, Skehan’s (1998) Limited Attentional Capacity approach and Robinson’s (2001, 2003, 2011) Cognition Hypothesis, are used to analyse tasks in L2 instruction. The chapter highlights the positive effects of task-based instruction on pragmatic competence, particularly through collaborative and computer-mediated tasks, and emphasises the potential of TBLT to foster pragmatic awareness.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Empirical Investigations into the Use of Tasks in L2 Pragmatics Instruction

  • 章节

  • 发表日期：

    2025年

查看全文
  • Tomasz Róg

摘要

The chapter reviews empirical research on using tasks for teaching pragmatics to different age groups, including young learners, with a focus on task complexity, difficulty, and modalities. Two theoretical frameworks, Skehan’s (1998) Limited Attentional Capacity approach and Robinson’s (2001, 2003, 2011) Cognition Hypothesis, are used to analyse tasks in L2 instruction. The chapter highlights the positive effects of task-based instruction on pragmatic competence, particularly through collaborative and computer-mediated tasks, and emphasises the potential of TBLT to foster pragmatic awareness.