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To date very little research is available that focuses on L2 pragmatics and
young learners [cf. Schauer, G.A. 2022a. Teaching pragmatics to young
learners: a review study. Applied Pragmatics. DOI:10.1075/ap.00006.sch].
Recent studies have shown that textbooks for young learners of English
as a foreign language (EFL) vary considerably regarding thei...
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Citations
... Academic achievement, linguistic fluency, mental agility, and cultural sensitivity are just a few of the areas that benefit from TEYL's nurturing environment (Nguyen, 2021). Studies have shown that exposing children to a second language at a young age improves their language skills and lays the groundwork for later language acquisition (Schauer, 2022). Several theories of language acquisition serve as the basis for TEYL, the inputprocessing model, sociocultural theory, constructivism, and behaviorism are all examples (Chien, 2019;Chik, 2014). ...
... The departure point of learner puzzlement also allows us to interconnect our speech act research with a large body of L2 pragmatic studies starting with puzzlement (see e.g. Jaworski, 1994;Schauer, 2022). ...
In this position paper, we argue that second language (L2) pragmatic research needs to explore new avenues for integrating speech acts and interaction, by proposing a radically minimal, finite and interactional typology of speech acts. While we will introduce what we mean by integrating speech acts and interaction in detail below, the following argument helps us to summarise the issue we consider in this study:
When we describe language behaviour, we sometimes use terms such as ‘suggest’, ‘request’ and so on, which roughly indicate illocutionary values, and sometimes terms such as ‘agree’, ‘accept’, ‘contradict’, ‘turn down’, ‘refuse’, which are more indicative of the significance of the utterance relative to a preceding one. What we need to do is to distinguish between these two aspects of a communicative act – the illocutionary and the interactional. (Edmondson et al., 2023, pp. 25–26)
The aim of this research is to explore the literary landscape: An Annotated Bibliography of Effective Strategies for Teaching English Literature. The research will primarily rely on academic databases such as JSTOR, ERIC, and Google Scholar to gather relevant scholarly articles. These databases offer extensive repositories of peer-reviewed literature, ensuring the reliability and credibility of the sources retrieved. Keywords such as “literature in higher education”, “literature pedagogy”, and “literature in English classroom” will be utilized to conduct systematic searches and identify pertinent studies.In selecting literature for inclusion in the annotated bibliography, specific criteria will be applied. Only studies publish within the last decade will be considered to ensure relevance and currency. Preference will be given to peer-reviewed articles or journals, as these sources undergo rigorous scrutiny and contribute to the scholarly discourses on the subject matter. Moreover, studies focusing solely on primary education will be excluded to maintain the focus on secondary or higher education English classrooms. The result of exploration of English Literature in Higher Education as a topic in literature education is not novel; rather, it undergoes dynamic changes over time, adapting to diverse situations and cultural contexts. Despite the existence of various topics concerning English Teaching in Higher Education, the significance of incorporating English Literature in classrooms remains steadfast. Consequently, recent articles delve into conducted studies employing relevant theories for Teaching English Literature in higher education.
