NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1081515
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2332-3205
Effective Teaching in the Use of Pragmatic Markers for Chinese EFL Learners
Li, Wang
Universal Journal of Educational Research, v3 n11 p822-829 2015
Research on teaching the use of pragmatic markers to L2 learners is a relatively new area and many aspects are still not addressed. It was assumed that negative pragmatic transfer, the limited linguistic input in the course-books that EFL learners are exposed to, and the negative influence of formal instruction were possible driving factors that might cause Chinese EFL learners' problems in using pragmatic markers. Based on the previous research findings, three aspects that might facilitate Chinese EFL learners' acquisition of pragmatic markers were discussed, i.e. noticing of pragmatic markers, instruction on pragmatic markers, and processing of pragmatic markers. Furthermore, teaching practices are also proposed to help teachers teach more effectively the use of pragmatic markers in real conversation.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A