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Pragmatic competence and social power awareness: the case of written and spoken discourse in non-native English environments

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dc.contributor.authorPérez-Sabater, Carmen
dc.contributor.authorMontero-Fleta, Begoña
dc.date.accessioned2015-01-15T12:57:23Z
dc.date.available2015-01-15T12:57:23Z
dc.date.issued2014
dc.description.abstractFollowing one of the new challenges suggested by the Common European Framework of Reference for Languages, a treatment was developed to enhance pragmatic competence, since this competence is not easy to acquire by non-native speakers. Within this context, we focused on pragmatic awareness in the workplace, an area of expertise in growing demand today. Specifically, we centred on the power variable and the distinction between powerful and powerless speech styles through negotiation, co-planning and goal-oriented interactions. Powerful speech has been envisaged as the language of success; however, the positive implications of powerless speech in the workplace have been recently posited. After an instruction phase, the results confirmed that powerless markers were prone to be used adequately in writing, while in oral interactions non-native speakers were not able to employ them fluently or, at least, naturally. The treatment encouraged the critical engagement of students in the process of learning new ways of communicating at work.es
dc.description.abstractEn relación a uno de los retos planteados por el Marco Común Europeo de Referencia para las Lenguas (MCERL), presentamos un estudio para desarrollar la competencia pragmática. Centrándonos en la conciencia pragmática en entornos laborales, el estudio dedica atención especial a la variable de poder y a la distinción entre estilos de lenguaje con o sin poder por medio de actividades de negociación, co-planificación e interacción orientada a objetivos. El lenguaje de poder se ha considerado siempre una garantía de éxito. Sin embargo, se han señalado recientemente implicaciones positivas del lenguaje sin poder en entornos laborales. Tras una fase de instrucción los resultados confirmaron el uso adecuado de marcadores de ausencia de poder en el lenguaje escrito; por el contrario, en las interacciones orales se observó una mayor dificultad en el uso fluido o natural de dichos marcadores discursivos. La actividad propició la participación crítica en el proceso de aprendizaje de formas de comunicación en ámbitos laborales.es
dc.formatapplication/pdfes
dc.format.extent18 p.es
dc.identifier.issn1989-6131
dc.identifier.urihttp://hdl.handle.net/10201/42427
dc.languageenges
dc.publisherMurcia: Universidad de Murcia, Editumes
dc.relation.ispartofInternational Journal of English Studies, vol. 14,nº 2, 2014es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.subjectMarcadores del discursoes
dc.subjectPragmática lingüísticaes
dc.subjectInterlengua (Aprendizaje de lenguas)es
dc.subject.other81 - Lingüística y lenguases
dc.titlePragmatic competence and social power awareness: the case of written and spoken discourse in non-native English environmentses
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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IJES 2014, v. 14, n. 2