Interlanguage pragmatics of pre-service teachers on face threatening speech acts

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dc.contributor.authorPadrigan, Arniel
dc.date.accessioned2025-05-26T02:07:55Z
dc.date.available2025-05-26T02:07:55Z
dc.date.issued2017-12-01
dc.description.abstractInterlanguage Pragmatics presents how nonnative speakers understand and perform linguistic action in a target language, and how they acquire L2 pragmatic knowledge (Kasper, 1996; Cai L. and Wang Y., 2013). The study assessed the interlanguage pragmatics of pre-service teachers by determining the level of pragmatic comprehension and the appropriateness of the production of responses to situations as bases for the development of instructional plan/design for the module. The study used descriptive survey method utilizing discourse completion tasks to gather data from the forty-two (42) CTED pre-service teachers which were analyzed using frequency count, percentages, mean and ranking. Results of the study revealed that the level of interlanguagepragmaticcompetence of the pre-service teachers was very good and they produced appropriate responses to communicative situations involving the speech acts of greeting, refusing, apologizing and requesting. Furthermore, an instructional design was formulated as a basis for the development of the module in teaching pragmatics to enhance the interlanguage pragmatics of the pre-service teachers.
dc.identifier.issn0119-2035
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/45
dc.language.isoen
dc.publisherDMMMSU
dc.titleInterlanguage pragmatics of pre-service teachers on face threatening speech acts
dc.typeArticle
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