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عنوان
The Syntax-Pragmatics Interface in L2: Aspects of Information Structure Teaching and Learning in a Saudi ESL Context

پدید آورنده
Abduljawad, Samah

موضوع
Bilingual education,Educational evaluation,English as a second language--ESL

رده

کتابخانه
Center and Library of Islamic Studies in European Languages

محل استقرار
استان: Qom ـ شهر: Qom

Center and Library of Islamic Studies in European Languages

تماس با کتابخانه : 32910706-025

NATIONAL BIBLIOGRAPHY NUMBER

Number
TL57935

LANGUAGE OF THE ITEM

.Language of Text, Soundtrack etc
انگلیسی

TITLE AND STATEMENT OF RESPONSIBILITY

Title Proper
The Syntax-Pragmatics Interface in L2: Aspects of Information Structure Teaching and Learning in a Saudi ESL Context
General Material Designation
[Thesis]
First Statement of Responsibility
Abduljawad, Samah
Subsequent Statement of Responsibility
Kechagias, A.

.PUBLICATION, DISTRIBUTION, ETC

Name of Publisher, Distributor, etc.
University of Salford (United Kingdom)
Date of Publication, Distribution, etc.
2020

GENERAL NOTES

Text of Note
373 p.

DISSERTATION (THESIS) NOTE

Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
University of Salford (United Kingdom)
Text preceding or following the note
2020

SUMMARY OR ABSTRACT

Text of Note
Despite advancements in teaching English as a second language (ESL) in Saudi Arabia, Saudi ESL learners' language, even at advanced levels, deviates from that of native English speakers. While these ESL learners can often generate well-formed sentences, their output may not be fully comprehensible in context, as they often fail to package information appropriately or deviate significantly from native norms. While there are many reasons due to which contextual organisation of information can be problematic for second language (L2) learners, this thesis sheds light on the Syntax-Information Structure interface (i.e., the mapping of information structure categories and the various syntactic constructions that realise those categories) as a barrier in L2 acquisition and it explores the effect of explicit and implicit teaching in overcoming such shortfalls in an ESL Saudi context. The study strengthens the assumption that grammatical competence and pragmatic competence do not necessarily co-develop. Although some factors such as first language (L1) influence, typological universals and markedness can affect use of L2 pragmalinguistic structures (information structure), this study provides evidence that Saudi learners can acquire these structures through awareness. The findings highlight that teaching can play a major role in promoting learners' awareness of the pragmalinguistic structures of a second language. While such awareness leads to stable knowledge, however, it is not without shortcomings, as it can give rise to overproduction. Keywords Information structure, syntax, pragmatics, second language learning

UNCONTROLLED SUBJECT TERMS

Subject Term
Bilingual education
Subject Term
Educational evaluation
Subject Term
English as a second language--ESL

PERSONAL NAME - PRIMARY RESPONSIBILITY

Abduljawad, Samah

PERSONAL NAME - SECONDARY RESPONSIBILITY

Kechagias, A.

CORPORATE BODY NAME - SECONDARY RESPONSIBILITY

University of Salford (United Kingdom)

ELECTRONIC LOCATION AND ACCESS

Electronic name
 مطالعه متن کتاب 

p

[Thesis]
276903

a
Y

Proposal/Bug Report

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