Flores Salgado, ElizabethFlores Salgado, Elizabeth; 0000-0002-4311-2163Chávez Santillán, Ernesto2026-06-042026-06-042025-12https://hdl.handle.net/20.500.12371/32806“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”.pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTAFilología y lengua inglesa--Inglés moderno--Lengua--Estudio y enseñanzaTeoría y práctica de la educación--Psicología educativa--Aprendizaje--MotivaciónLingüística--Signos y símbolos--Aspectos especiales--PragmáticaInglés--Inglés hablado--Estudio y enseñanza (Superior)--Hablantes extranjerosMotivación en la educación--InvestigaciónTesis de maestríaopenAccess