The present article investigates the use of interrogatives made by teachers and the responses given by learners in two different (bilingual and non-bilingual) English language classroom contexts in two Spanish nursery schools.The analysis shows the relevance of the type of functions made by the teachers through interrogatives, rather than the quantity of input in the target language. The study classifies the functions of interrogatives in the pre-school context and makes a statistical corpus-driven analysis of the questions and responses in the two schools. Finally, the article makes some suggestions, based on the data, about the kind of questions than can lead to a more natural L2 development in the classroom context.
2006. A pragmatic analysis of children's interlanguage in EFL preschool contexts. Intercultural Pragmatics 3:2
García, Ana Llinares & Jesús Romero Trillo
2007. Getting personal: native speaker and EFL pre-school children's use of the personal function. International Journal of Applied Linguistics 17:2 ► pp. 198 ff.
2012. Same but Different: The Pragmatic Potential of Native vs. Non-native Teachers’ Intonation in the EFL Classroom. In Pragmatics and Prosody in English Language Teaching [Educational Linguistics, 15], ► pp. 171 ff.
2013. System Networks as a Tool for the Pragmatic Analysis of an EFL Spoken Corpus. In Yearbook of Corpus Linguistics and Pragmatics 2013 [Yearbook of Corpus Linguistics and Pragmatics, 1], ► pp. 223 ff.
Trillo, Jesús Romero
2002. The pragmatic fossilization of discourse markers in non-native speakers of English. Journal of Pragmatics 34:6 ► pp. 769 ff.
This list is based on CrossRef data as of 26 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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