Pragmatic Instruction Based on Noticing Hypothesis Through Comparison of Movie Scenes

• BOKU Mariko

  Kinki University

抄録

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.

収録刊行物

• 映画英語教育研究 : 紀要

  映画英語教育研究 : 紀要 9 (0), 45-58, 2004

  映画英語教育学会

詳細情報

• CRID: 1390001206111754112
• NII論文ID: 110009357831
• DOI: 10.24499/atem.9.0_45
• ISSN: 24331929
• ISSN: 13429914
• 本文言語コード: en
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可