Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| English (Second Language) | 3 |
| Foreign Countries | 3 |
| Language Proficiency | 3 |
| Second Language Instruction | 3 |
| Second Language Learning | 3 |
| Social Distance | 3 |
| Teaching Methods | 3 |
| Pragmatics | 2 |
| Speech Acts | 2 |
| Statistical Analysis | 2 |
| College Faculty | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 1 |
Audience
Location
| Iran | 1 |
| Japan | 1 |
| Jordan | 1 |
| Malaysia | 1 |
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textAl-Khaza'leh, Bilal Ayed – Journal of Language and Linguistic Studies, 2018
The present study aimed at investigating the influence of social power, as a social hierarchy, on perception of speech act of apology by 40 Jordanian second language speakers (JL2Ss) compared to that of 40 Jordanian non-English speakers, those whose English proficiency is low (JNESs) and 40 English native speakers (ENSs). Discourse Completion Test…
Descriptors: Speech Acts, English (Second Language), Second Language Learning, Second Language Instruction
Direct linkRamonda, Kris – Reading Matrix: An International Online Journal, 2016
Teacher beliefs are an important area of inquiry because research has found that these beliefs are often diverse (Breen et al., 2001) and strongly impact classroom practices (Borg, 1998, 2003; Burns, 1992; Farrell & Bennis, 2013). Therefore, uninformed teacher beliefs could be to the detriment of the L2 learner. Despite the fact that knowledge…
Descriptors: Teacher Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
Rajabi, Shima; Azizifar, Akbar; Gowhary, Habib – Advances in Language and Literary Studies, 2015
Learning a foreign language requires students to acquire both grammatical knowledge and socio-pragmatic rules of a language. Pragmatic competence as one of the most difficult aspects of language provides several challenges to L2 learners in the process of learning a foreign language. To overcome this problem, EFL teachers should find the most…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Language Proficiency
