Holmes, J., & Riddiford, N. (2011). From classroom to workplace: Tracking socio-pragmatic development. ELT Journal, 65(4), 376-386.
摘要:Socio-pragmatic skills have been identified as important components of communicative competence in the workplace, yet relatively few studies have undertaken an evaluation of the effects of classroom-based support in developing both cognitive control and social competence in these areas of language proficiency. This paper reports on a collaborative study that tracks the development of skilled migrants' socio-pragmatic performance over a period of 12 weeks, from their entry into the classroom, through six weeks of instruction and then into the workplace context. Using a detailed case study, this paper examines the effects of conscious learning, as well as opportunities for social interaction, in the acquisition of appropriate ways of negotiating workplace requests. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, applied linguistics, non-native language learning languages other than, English, Communicative Competence, Classroom Communication, Workplace Communication, Interpersonal Communication, Social Factors, Migrants, Second Language Learning