MLS Educational Research (MLSER)
Vol. 2 Núm. 2 (2018)
ISSN: 2603-5820
El desarrollo de la competencia pragmática en estudiantes de español nivel principiante: un estudio sobre las peticiones
Publicado Nov 30, 2018
Resumen
El estudio de la pragmática intenta determinar qué se considera socialmente apropiado dado un determinado contexto. Muchos estudios sugieren que los errores pragmáticos se perciben como errores más graves que los errores gramaticales o los de vocabulario. Además, la competencia pragmática es clave para que los estudiantes se comuniquen de manera efectiva en el idioma extranjero. Como tal, es más importante que nunca que los profesores de lenguas extranjeras incluyan lecciones pragmáticas en sus clases, especialmente si consideramos que los libros de texto de lenguaje comunicativo carecen de descripciones pragmáticas. Con este fin, el presente estudio buscó incorporar lecciones pragmáticas con respecto a las estrategias de peticiones en un curso de primer año de español como lengua extranjera en los Estados Unidos. Se establecieron grupos de control y experimentales, y las tres lecciones de estrategias de peticiones solo fueron implementadas en el grupo experimental. Antes de la primera lección pragmática, los estudiantes hicieron dos exámenes previos (uno escrito y uno oral) y, después de las lecciones, se hicieron los exámenes de nuevo (exámenes posteriores). Se encontró que el grupo experimental desarrolló un mayor aumento en la competencia pragmática (con respecto a las peticiones); sin embargo, el aumento no fue estadísticamente significativo. El profesor del curso se mostró satisfecho con el aumento y planea continuar implementando lecciones pragmáticas en futuros cuatrimestres.
Palabras clave:
Competencia pragmática, peticiones, español como lengua extranjera, lecciones pragmáticas
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Bachelor, J. (2018). El desarrollo de la competencia pragmática en estudiantes de español nivel principiante: un estudio sobre las peticiones. MLS Educational Research (MLSER), 2(2). https://doi.org/10.29314/mlser.v2i2.73
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Austin, J. L. (1962). How to do things with words. Oxford: Clarendon Press.
Bachelor, J. W. (2016). La interdependencia pragmático-gramatical en el aprendizaje de español como lengua extranjera (ELE). Lenguaje, 44(2), 147-175. Retrieved from http://revistas.univalle.edu.co/index.php/lenguaje/article/view/4619
Bachelor, J.W. (2015). Conexión intrínseca entre la pragmática y la gramática. Educación, 24(47), 7-26. Retrieved from http://revistas.pucp.edu.pe/index.php/educacion/article/view/14239
Bachman, L. F., y Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford, Inglaterra: Oxford University Press.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? En K. Rose y G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge, Inglaterra: Cambridge University Press.
Bardovi-Harlig, K., y Griffin, R. (2005). L2 pragmatic awareness: Evidence from the ESL classroom. System, 33, 401-415. doi: 10.1016/j.system.2005.06.004
Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam, Netherlands: John Benjamins.
Barros García, M. J. y Bachelor, J. W. (2018). Pragmatic instruction may not be necessary among heritage speakers of Spanish: A study on requests. Journal of Foreign Language Education and Technology, 3(1), 163-193. Retrieved from https://www.academia.edu/34966788/Pragmatic_instruction_may_not_be_necessary_among_heritage_speakers_of_Spanish_A_study_on_requests
Blum-Kulka, S. (1991). Interlanguage pragmatics: The case of requests. En R. Phillipson, E. Kellerman, L. Salinker, M. Sharwood Smith y M. Swain (Eds.), Foreign/Second language pedagogy research. A commemorative volume for Claus Faerch (pp. 255-272). Clevedon and Philadelphia: Multilingual Matters.
Blum-Kulka, S., House, J., y Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, N.J: Ablex Pub. Corp.
Blum-Kulka, S., House, J., y Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, N.J: Ablex Pub. Corp.
Brown, P. (2013). La estructura conversacional y la adquisición del lenguaje: El papel de la repetición en el habla de los adultos y niños tzeltales. En L. de León Pasquel (Ed.), Nuevos senderos en el estudio de la adquisición de lenguas mesoamericanas: Estructura, narrativa y socialización (pp. 35-82). México, México: CIESAS-UNAM.
Brown, P., y Levinson, S. (1978). Universals in language use: Politeness phenomena. En E. N. Goody (Ed.), Questions and Politeness (pp. 56-295). Cambridge: Cambridge University Press.
Canale, M., y Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. doi: 10.1093/applin/I.1.1
Cenoz, J., y Valencia, J. F. (1996). Cross-cultural communication and interlanguage pragmatics: American vs. European requests. En L. Bouton y Y. Kachru (Eds.), Pragmatics and Language Learning, Monograph 7(pp. 41-54). Urbana-Champaign, IL: University of Illinois Division of English as an International Language.
Center for Advanced Research on Language Acquisition (2013). Pragmatics and speech acts. Retrieved from de http://www.carla.umn.edu/speechacts/
Cohen, A. D., y Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(2), 189-212. doi: 10.1111/j.1540-4781.2007.00540.x
Crystal, D. (1985). A dictionary of linguistics and phonetics. Oxford, Inglaterra: Blackwell.
Culpeper, J. (2009). English language and linguistics. Culpeper, J., Katamba, F., Kerswill, P., McEnery, T. y Wodak, R. (eds.). Basingstoke: Palgrave, 523-535.
Díaz Pérez, F. J. (2003). La cortesía verbal en inglés y en español: actos de habla y pragmática intercultural. Jaén: Universidad de Jaén.
Ellis, R. (1994). Pragmatic aspects of learner language. En R.B. Kaplan (Ed.), Studies in Second Language Acquisition. Hong Kong: Oxford University Press.
Félix-Brasdefer, J. C. (2007). Natural speech vs. elicited data: A comparison of natural and role play requests in Mexican Spanish. Spanish in Context, 4(2), 159-185. doi: 10.1075/sic.4.2.03fel
Garcia, P. (2004). Developmental differences in speech act recognition: A pragmatic awareness study. Language Awareness, 13(2), 96-115. doi: 10.1080/09658410408667089
Garton, M. (2000). The effect of age, gender, and degree of imposition on the production of native speaker and non-native speaker requests in Hungarian (tesis sin publicar). Bloomington, IN, Indiana University.
Joseph, J. E. (2012). Saussure. Oxford, UK: Oxford University Press.
Kashiwazaki, H. (1993). Hanashikake koudou no danwa bunseki: Irai youkyuu hyougen no jissai o chuushin ni. Nihongo Kyooiku, 79, 53-63.
Kasper, G. (2006). When once is not enough: Politeness of multiple requests in oral proficiency interviews. Multilingua, 25, 323‐349. Retrieved from https://www.degruyter.com/view/j/mult.2006.25.issue-3/multi.2006.018/multi.2006.018.xml
Langer, B. D. (2011). The effects of pragmatic instruction in the Spanish language classroom (tesis sin publicar). University of California, California, Estados Unidos.
Loureda Lamas, O. (2010). Marcadores del discurso, pragmática experimental y traductología: Horizontes para una nueva línea de investigación (I). Pragmalingüística, 18, 74-107. Retrieved from https://revistas.uca.es/index.php/pragma/article/view/205
Martín Peris, E., Atienza Cerezo, E., Cortés Moreno, M., González Arguello, V., López Ferrero, C., y Torner Castells, S. (2008). Diccionario de términos clave de ELE. Madrid, España: SGEL.
Martín Ruiz, G. (2011). Las peticiones indirectas a partir de fragmentos de películas. MarcoELE, Revista de Didáctica ELE, 12, 1-15. Retrieved from http://www.redalyc.org/articulo.oa?id=92152538036
Martínez-Flor, A., y Usó-Juan, E. (2010) The teaching of speech acts in second and foreign language instructional contexts. En A. Trosborg (Ed.), Pragmatics across Languages and Cultures (pp. 423-442). Berlín, Alemania: Mouton de Gruyter.
Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51(4), 635-679. doi: 10.1111/0023-8333.00170
Mey, J. (1993). Pragmatics. An introduction. Oxford, Inglaterra: Oxford University Press.
Mizón, M. I., y Oyanedel, M. M. (1999). Datos sobre la gestión conversacional en jóvenes chilenos escolarizados y no escolarizados. Onomázein: Revista de Lingüística, Filología y Traducción, 4, 253-263. Retrieved from http://onomazein.letras.uc.cl/Articulos/4/14_Mizon.pdf
Mizuno, K. (1996). Interlanguage pragmatics in requests (2): Focusing on directness and perspective. Studies in Language and Culture, 18(1), 57-72. Retrieved from https://smu.ca/webfiles/BeuckmannRequiringPolitenessExpressions.pdf
Pinto, D. (2005). The acquisition of requests by second language learners of Spanish. Spanish in Context, 2(1), 1-27. Retrieved from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=15710718&AN=16656974&h=JlCMwLlhWDOP7gv11mhOhFn5JwPdtfAMeL44xVuqqS7CmbiWeV%2bRFioRB1WHIKYxuJFxiGNcUKy1dtKYWj0SMw%3d%3d&crl=f&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d15710718%26AN%3d16656974
Poehner, M. E., y van Compernolle, R.A. (2011). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. Assessment in Education: Principles, Policy and Practice, 18(2). Retrieved from https://eric.ed.gov/?id=EJ924920
Rodríguez, S. (2001).The perception of requests in Spanish by instructed learners of Spanish in the second- and foreign-language contexts: A longitudinal study of acquisition patterns (tesis sin publicar). Indiana, Indiana University.
Roever, C. (2011). Testing of second language pragmatics: Past and future. Language Testing, 28(4), 463-481. doi: 10.1177/0265532210394633
Rose, K. R., y Kasper, G. (2001). Pragmatics in language teaching. Cambridge, Inglaterra: Cambridge University Press.
Sameshima, S. (1998). Communication task ni okeru nihongo gakusyusha no tenkei hyougen/bunmatsu hyougen no syuutokukatei: Chuugokugo washa no “ira” “kotowari” “shazai” no baai [The acquisition of fixed expressions and sentence-ending expressions by learners of Japanese]. Nihongo Kyouiku [Journal of Japanese Language Teaching], 98, 73-84.
Schmidt, R. (1993). Consciousness, learning and Interlanguage pragmatics. En G. Kasper y S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). Nueva York: Oxford University Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. En R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu, Hawái: University of Hawai'i.
Schulz, B. (2011). Syntactic creativity in second language English: Wh-scope marking in Japanese-English interlanguage. Second Language Research, 27, 313-341. doi: 10.1177/0267658310390503
Searle, J. R. (1969). Speech acts. An essay in the philosophy of language. Cambridge: Cambridge University Press.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(4), 209-241.
Sidek, H. M. (2012). EFL reading instruction: Communicative task-based approach. International Journal of Instruction, 5(2), 109-128. Retrieved from https://eric.ed.gov/?id=ED533784
Tamjid, N. H., y Birjandi, P. (2011). Fostering learner autonomy through self- and peer-assessment. International Journal of Academic Research, 3(5), 245-252. Retrieved from https://www.researchgate.net/publication/283165626_Fostering_Learner_Autonomy
Tatsuki, D., Kite, Y., y Maeda, J. (2007). What kinds of pragmatic information are included in language textbooks? Trabajo expuesto en el 17th International Conference on Pragmatics and Language Learning. Honolulu, Hawaii.
Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. Londres, Inglaterra: Longman.
V. G., L., y Rajan, P. (2012). Non-native student's communication is affected due to the lack of pragmatic competence. English Language Teaching, 5(2), 50-57. doi: 10.5539/elt.v5n2p50
Vellenga, H. E. (2011). Teaching L2 pragmatics: Opportunities for continuing professional development. TESL-EJ, 15(2). Retrieved from https://eric.ed.gov/?id=EJ945401
Wolfe, J., Shanmugaraj, N., y Sipe, J. (2016). Grammatical versus pragmatic error. Business and Professional Communication Quarterly, 79(4), 397-415. Retrieved from https://eric.ed.gov/?id=EJ1124217
Austin, J. L. (1962). How to do things with words. Oxford: Clarendon Press.
Bachelor, J. W. (2016). La interdependencia pragmático-gramatical en el aprendizaje de español como lengua extranjera (ELE). Lenguaje, 44(2), 147-175. Retrieved from http://revistas.univalle.edu.co/index.php/lenguaje/article/view/4619
Bachelor, J.W. (2015). Conexión intrínseca entre la pragmática y la gramática. Educación, 24(47), 7-26. Retrieved from http://revistas.pucp.edu.pe/index.php/educacion/article/view/14239
Bachman, L. F., y Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford, Inglaterra: Oxford University Press.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? En K. Rose y G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge, Inglaterra: Cambridge University Press.
Bardovi-Harlig, K., y Griffin, R. (2005). L2 pragmatic awareness: Evidence from the ESL classroom. System, 33, 401-415. doi: 10.1016/j.system.2005.06.004
Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam, Netherlands: John Benjamins.
Barros García, M. J. y Bachelor, J. W. (2018). Pragmatic instruction may not be necessary among heritage speakers of Spanish: A study on requests. Journal of Foreign Language Education and Technology, 3(1), 163-193. Retrieved from https://www.academia.edu/34966788/Pragmatic_instruction_may_not_be_necessary_among_heritage_speakers_of_Spanish_A_study_on_requests
Blum-Kulka, S. (1991). Interlanguage pragmatics: The case of requests. En R. Phillipson, E. Kellerman, L. Salinker, M. Sharwood Smith y M. Swain (Eds.), Foreign/Second language pedagogy research. A commemorative volume for Claus Faerch (pp. 255-272). Clevedon and Philadelphia: Multilingual Matters.
Blum-Kulka, S., House, J., y Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, N.J: Ablex Pub. Corp.
Blum-Kulka, S., House, J., y Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, N.J: Ablex Pub. Corp.
Brown, P. (2013). La estructura conversacional y la adquisición del lenguaje: El papel de la repetición en el habla de los adultos y niños tzeltales. En L. de León Pasquel (Ed.), Nuevos senderos en el estudio de la adquisición de lenguas mesoamericanas: Estructura, narrativa y socialización (pp. 35-82). México, México: CIESAS-UNAM.
Brown, P., y Levinson, S. (1978). Universals in language use: Politeness phenomena. En E. N. Goody (Ed.), Questions and Politeness (pp. 56-295). Cambridge: Cambridge University Press.
Canale, M., y Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. doi: 10.1093/applin/I.1.1
Cenoz, J., y Valencia, J. F. (1996). Cross-cultural communication and interlanguage pragmatics: American vs. European requests. En L. Bouton y Y. Kachru (Eds.), Pragmatics and Language Learning, Monograph 7(pp. 41-54). Urbana-Champaign, IL: University of Illinois Division of English as an International Language.
Center for Advanced Research on Language Acquisition (2013). Pragmatics and speech acts. Retrieved from de http://www.carla.umn.edu/speechacts/
Cohen, A. D., y Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(2), 189-212. doi: 10.1111/j.1540-4781.2007.00540.x
Crystal, D. (1985). A dictionary of linguistics and phonetics. Oxford, Inglaterra: Blackwell.
Culpeper, J. (2009). English language and linguistics. Culpeper, J., Katamba, F., Kerswill, P., McEnery, T. y Wodak, R. (eds.). Basingstoke: Palgrave, 523-535.
Díaz Pérez, F. J. (2003). La cortesía verbal en inglés y en español: actos de habla y pragmática intercultural. Jaén: Universidad de Jaén.
Ellis, R. (1994). Pragmatic aspects of learner language. En R.B. Kaplan (Ed.), Studies in Second Language Acquisition. Hong Kong: Oxford University Press.
Félix-Brasdefer, J. C. (2007). Natural speech vs. elicited data: A comparison of natural and role play requests in Mexican Spanish. Spanish in Context, 4(2), 159-185. doi: 10.1075/sic.4.2.03fel
Garcia, P. (2004). Developmental differences in speech act recognition: A pragmatic awareness study. Language Awareness, 13(2), 96-115. doi: 10.1080/09658410408667089
Garton, M. (2000). The effect of age, gender, and degree of imposition on the production of native speaker and non-native speaker requests in Hungarian (tesis sin publicar). Bloomington, IN, Indiana University.
Joseph, J. E. (2012). Saussure. Oxford, UK: Oxford University Press.
Kashiwazaki, H. (1993). Hanashikake koudou no danwa bunseki: Irai youkyuu hyougen no jissai o chuushin ni. Nihongo Kyooiku, 79, 53-63.
Kasper, G. (2006). When once is not enough: Politeness of multiple requests in oral proficiency interviews. Multilingua, 25, 323‐349. Retrieved from https://www.degruyter.com/view/j/mult.2006.25.issue-3/multi.2006.018/multi.2006.018.xml
Langer, B. D. (2011). The effects of pragmatic instruction in the Spanish language classroom (tesis sin publicar). University of California, California, Estados Unidos.
Loureda Lamas, O. (2010). Marcadores del discurso, pragmática experimental y traductología: Horizontes para una nueva línea de investigación (I). Pragmalingüística, 18, 74-107. Retrieved from https://revistas.uca.es/index.php/pragma/article/view/205
Martín Peris, E., Atienza Cerezo, E., Cortés Moreno, M., González Arguello, V., López Ferrero, C., y Torner Castells, S. (2008). Diccionario de términos clave de ELE. Madrid, España: SGEL.
Martín Ruiz, G. (2011). Las peticiones indirectas a partir de fragmentos de películas. MarcoELE, Revista de Didáctica ELE, 12, 1-15. Retrieved from http://www.redalyc.org/articulo.oa?id=92152538036
Martínez-Flor, A., y Usó-Juan, E. (2010) The teaching of speech acts in second and foreign language instructional contexts. En A. Trosborg (Ed.), Pragmatics across Languages and Cultures (pp. 423-442). Berlín, Alemania: Mouton de Gruyter.
Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51(4), 635-679. doi: 10.1111/0023-8333.00170
Mey, J. (1993). Pragmatics. An introduction. Oxford, Inglaterra: Oxford University Press.
Mizón, M. I., y Oyanedel, M. M. (1999). Datos sobre la gestión conversacional en jóvenes chilenos escolarizados y no escolarizados. Onomázein: Revista de Lingüística, Filología y Traducción, 4, 253-263. Retrieved from http://onomazein.letras.uc.cl/Articulos/4/14_Mizon.pdf
Mizuno, K. (1996). Interlanguage pragmatics in requests (2): Focusing on directness and perspective. Studies in Language and Culture, 18(1), 57-72. Retrieved from https://smu.ca/webfiles/BeuckmannRequiringPolitenessExpressions.pdf
Pinto, D. (2005). The acquisition of requests by second language learners of Spanish. Spanish in Context, 2(1), 1-27. Retrieved from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=15710718&AN=16656974&h=JlCMwLlhWDOP7gv11mhOhFn5JwPdtfAMeL44xVuqqS7CmbiWeV%2bRFioRB1WHIKYxuJFxiGNcUKy1dtKYWj0SMw%3d%3d&crl=f&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d15710718%26AN%3d16656974
Poehner, M. E., y van Compernolle, R.A. (2011). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. Assessment in Education: Principles, Policy and Practice, 18(2). Retrieved from https://eric.ed.gov/?id=EJ924920
Rodríguez, S. (2001).The perception of requests in Spanish by instructed learners of Spanish in the second- and foreign-language contexts: A longitudinal study of acquisition patterns (tesis sin publicar). Indiana, Indiana University.
Roever, C. (2011). Testing of second language pragmatics: Past and future. Language Testing, 28(4), 463-481. doi: 10.1177/0265532210394633
Rose, K. R., y Kasper, G. (2001). Pragmatics in language teaching. Cambridge, Inglaterra: Cambridge University Press.
Sameshima, S. (1998). Communication task ni okeru nihongo gakusyusha no tenkei hyougen/bunmatsu hyougen no syuutokukatei: Chuugokugo washa no “ira” “kotowari” “shazai” no baai [The acquisition of fixed expressions and sentence-ending expressions by learners of Japanese]. Nihongo Kyouiku [Journal of Japanese Language Teaching], 98, 73-84.
Schmidt, R. (1993). Consciousness, learning and Interlanguage pragmatics. En G. Kasper y S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). Nueva York: Oxford University Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. En R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu, Hawái: University of Hawai'i.
Schulz, B. (2011). Syntactic creativity in second language English: Wh-scope marking in Japanese-English interlanguage. Second Language Research, 27, 313-341. doi: 10.1177/0267658310390503
Searle, J. R. (1969). Speech acts. An essay in the philosophy of language. Cambridge: Cambridge University Press.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(4), 209-241.
Sidek, H. M. (2012). EFL reading instruction: Communicative task-based approach. International Journal of Instruction, 5(2), 109-128. Retrieved from https://eric.ed.gov/?id=ED533784
Tamjid, N. H., y Birjandi, P. (2011). Fostering learner autonomy through self- and peer-assessment. International Journal of Academic Research, 3(5), 245-252. Retrieved from https://www.researchgate.net/publication/283165626_Fostering_Learner_Autonomy
Tatsuki, D., Kite, Y., y Maeda, J. (2007). What kinds of pragmatic information are included in language textbooks? Trabajo expuesto en el 17th International Conference on Pragmatics and Language Learning. Honolulu, Hawaii.
Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. Londres, Inglaterra: Longman.
V. G., L., y Rajan, P. (2012). Non-native student's communication is affected due to the lack of pragmatic competence. English Language Teaching, 5(2), 50-57. doi: 10.5539/elt.v5n2p50
Vellenga, H. E. (2011). Teaching L2 pragmatics: Opportunities for continuing professional development. TESL-EJ, 15(2). Retrieved from https://eric.ed.gov/?id=EJ945401
Wolfe, J., Shanmugaraj, N., y Sipe, J. (2016). Grammatical versus pragmatic error. Business and Professional Communication Quarterly, 79(4), 397-415. Retrieved from https://eric.ed.gov/?id=EJ1124217
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