Browsing by Author "Morales Grajales, Jordy Daniel"

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    Tesis de licenciatura
    Interlanguage pragmatics: the LEI-BUAP students' pragmatic competence employed when calling the speech act of refusal
    (2017-09) Morales Grajales, Jordy Daniel; Flores Salgado, Elizabeth
    "The present research paper, following a case study with a qualitative approach and a cross-sectional design,aims to explain and compare why native and non-native English speakers use certain refusalstrategies when calling the speech act of refusal in real-life situations, by administering a Multimedia Elicitation Task (MET). Under these circumstances, a discourse analysis is employed to verify if the students from the “Licenciatura en la Enseñanza del Inglés” at BUAP (LEI-BUAP) are developing their pragmatic competence enough to use effective and appropriate refusalstrategies in real-life contexts.Particularly, data was analyzed on 1) the frequency of semantic formulas, 2) the syntactic characteristics of the responses, 3) the number of words used to respond, 4) the correlation between language proficiency level and responses made. All of this so as to find out if LEI-BUAP students resorted to pragmatic competence to convey meaning".
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    Tesis de maestría
    Pragmatic instruction on complaints for EFL pre-service teachers through movie clips and pragmatic awareness-raising activities
    (Benemérita Universidad Autónoma de Puebla, 2024-01) Morales Grajales, Jordy Daniel; FLORES SALGADO, ELIZABETH; 250821
    "Learning English as a foreign language is already a challenge for language students due to the lack of L2 exposure outside the language classroom, especially the scarce pragmatic input there may be. Such disadvantage affects the development of pragmatic competence which “is generally neglected in the classroom” (Tello Rueda, 2006). To balance this, EFL teachers, who are commonly non-native English speakers, rely on pragmatic information provided by language learning textbooks. However, textbooks may also include “unspecific, insufficient, or insufficiently interpreted” pragmatic information (Bardovi-Harlig, 2001, p. 25). As a result, pragmatic instruction on particular speech acts has been used to enhance EFL learners in learning and developing pragmalinguistic and sociopragmatic knowledge, the two aspects of pragmatic competence, as these are apparently challenging to EFL learners. The present study explores the teachability of pragmatics on the speech act of complaining using clips from the movies Hidden Figures, Marriage Story, Lady Bird, and The Devil wears Prada, as well as five pragmatic awareness-raising activities proposed by Hilliard (2017). 20 pre-service EFL teachers equally divided into a control group and an experimental group were part of this research".