Motivation and its influence in the development of pragmatic competence of a group of students from a BA program in ELT
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2025-12
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Benemérita Universidad Autónoma de Puebla
Abstract
“When learning/teaching a language, people tend to focus on its structure and the grammatical rules that govern it. It is usually considered that when a student is capable of constructing sentences following the rules of a language, he is ready to use it anywhere. However, pragmatic meaning can go deeper than literal meaning, and what a speaker wants to convey involves more than just words and grammatical structures; many other factors are at play: context, relationship between the speakers, the situation, hierarchies, etc. (Thomas, 1983a). In that regard, I consider that teaching pragmatics is essential and teaching it in a way that students find it useful and interesting (i.e., based on their specific type of motivation) is as important. The second reason to carry out this project is that I believe motivation is a core part of any learning process and, in my opinion, the “L2 motivational self-system” developed by Dörnyei (2005) is the best approximation to a definite model for the involvement of motivation in the learning process of a foreign language. Choosing this model instead of the traditional motivational system is crucial for this investigation”.
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