Pragmatic Instruction Based on Noticing Hypothesis Through Comparison of Movie Scenes

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Author(s)

Abstract

The purpose of this paper is to present an example of pragmatic instruction which focuses on learners' internal comprehension process by comparing movie scenes. Although there is a heated controversy over explicit vs. implicit instruction in grammar lesson, a more cognitive based approach has recently drawn attention. Pragmatic instruction, on the other hand, still focuses on a socio-pragmatic rather than cognitive approach. Since pragmatic competence is not easy for EFL learners to acquire at the level of ultimate attainment, a cognitive based approach such as one based on Noticing Hypothesis should be adopted in formal instruction. By doing so, more balanced instruction, in terms of bottom-up and top-down processing can be done and it will encourage learners to activate their own cognitive strategies, thus promoting their pragmatic competence.

Journal

  • 映画英語教育研究 : 紀要

    映画英語教育研究 : 紀要 (9), 45-58, 2004-12-10

    The Association for Teaching English through Movies

Codes

  • NII Article ID (NAID)
    110009357831
  • NII NACSIS-CAT ID (NCID)
    AA11970172
  • Text Lang
    ENG
  • ISSN
    13429914
  • Data Source
    NII-ELS 
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