Esther Usó-Juan
Biographic Data
| ID | 9015178 |
|---|---|
| NAME | Esther Usó-Juan |
| GIVEN NAMES | Esther |
| FAMILY NAME | Usó-Juan |
| SIGNATURE | USÓ-JUAN E |
| AFFILIATIONS | Universitat Jaume I |
| ORCID | 0000-0003-4030-8926 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Fostering learners’ (meta)pragmatic awareness through film analysis
Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in dev…
Teaching speech acts in a second language
Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to commu-nicate appropriately in the target language. Without a proper knowledge of how to use and understand a particular speech act that is appropriate to the contextual andcultural parameters of a specific situation, L2/FL learners may run the risk of being perceived as rude and/or impolite. Consequently,…
Teaching intercultural communicative competence through the four skills
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of …
Teaching intercultural communicative competence through the four skills
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of …
Teaching intercultural communicative competence through the four skills
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of …
Teaching speech acts in a second language
Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to commu-nicate appropriately in the target language. Without a proper knowledge of how to use and understand a particular speech act that is appropriate to the contextual andcultural parameters of a specific situation, L2/FL learners may run the risk of being perceived as rude and/or impolite. Consequently,…
Fostering learners’ (meta)pragmatic awareness through film analysis
Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in dev…
Linguistics (3 works) · Psychology (3 works) · EFL/ESL Teaching and Learning (2 works) · Pragmatics (2 works) · Artificial Intelligence (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Cognitive science (1 work) · Communication in Education and Healthcare (1 work) · Communicative competence (1 work)