Task-Based Language Teaching Focusing on Pragmatics
Abstract
Regarding the field of teaching pragmatics, much-existing literature is extensive and focuses particularly on explicit instruction and implicit instruction, task-based language teaching (TBLT) has rarely been explored together. Thus, there is still a gap in the research regarding how pragmatics can be taught by TBLT. The present study examines the effects of TBLT on the development of pragmatic competence. The results produced evidence supporting the advantages of TBLT over explicit instruction only when learning pragmatics.
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DOI: http://dx.doi.org/10.18686/ahe.v6i6.4589
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