Pragmatic Divergence In Efl Learning And Teaching

Bensemmane, Faiza

dc.contributor.author	Bensemmane, Faiza
dc.date.accessioned	2024-05-28T05:05:45Z
dc.date.available	2024-05-28T05:05:45Z
dc.date.issued	2020-12-31
dc.identifier.issn	1112-7279
dc.identifier.issn	E 2676-1556
dc.identifier.uri	http://ddeposit.univ-alger2.dz:8080/xmlui/handle/20.500.12387/6399
dc.description.abstract	Pragmatic instruction has always been viewed as an important feature of learner’s acquisition to the foreign languages' learners. As early as 1983, a distinction was drawn by both Leech and Thomas between two components of pragmatic competence: socio-pragmatic knowledge and pragma-linguistic knowledge. In the present article, I will the main difference between the two concepts , and the importance of their adaptation in teaching EFL students.	ar_AR
dc.language.iso	en	ar_AR
dc.publisher	Faculté des Langues Etrangères. Université d'Alger 2 Abu al-Qasim Saadallah	ar_AR
dc.relation.ispartofseries	Lettres et Langues. Al Adab Wa Llughat;Vol. 15, Nr. 2
dc.rights	Attribution-NonCommercial-NoDerivs 3.0 United States	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.subject	Pragmatic instruction	ar_AR
dc.subject	Foreign languages	ar_AR
dc.subject	Pragma-linguistic knowledge	ar_AR
dc.subject	Leech	ar_AR
dc.subject	Thomas	ar_AR
dc.title	Pragmatic Divergence In Efl Learning And Teaching	ar_AR
dc.type	Article	ar_AR