Relevant bibliographies by topics / Pragmatics instruction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pragmatics instruction'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Pragmatics instruction"

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Taguchi, Naoko. "Teaching Pragmatics: Trends and Issues." Annual Review of Applied Linguistics 31 (March 2011): 289–310. http://dx.doi.org/10.1017/s0267190511000018.

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Theoretical, empirical, and practical interest in pragmatic competence and development for second language (L2) learners has resulted in a large body of literature on teaching L2 pragmatics. This body of literature has diverged into two major domains: (a) a group of experimental studies directly testing the efficacy of various instructional methods in pragmatics learning and (b) research that explores optimal instructional practice and resources for pragmatic development in formal classroom settings. This article reviews literature in these two domains and aims at providing a collective view o
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Gómez, Marjorie N. "Focusing on Speech Acts to Understand and Teach Pragmatics in Language Instruction." Revista Científica de FAREM-Estelí, no. 16 (May 9, 2016): 57–64. http://dx.doi.org/10.5377/farem.v0i16.2605.

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Pragmatics is considered to be an important aspect of language instruction. Today, scholars in language instruction recognize that learners must develop linguistic as well as pragmatic competence. Pragmatic competence helps learners understand, employ, and interpret language in context. However, pragmatics is regarded as one of the most strenuous aspects of language teaching and learning. Studies in pragmatics still seek to respond to the question about the teachability of targeted pragmatic features, which opens the question about whether pragmatics can be taught effectively. Can pragmatics b
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Zhu, Liwei. "Teaching of Pragmatics: Issues in a Global Age." Journal of Language Teaching and Research 10, no. 5 (2019): 1111. http://dx.doi.org/10.17507/jltr.1005.26.

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This article reviews literature on pragmatic teaching in three domains: (1) instructional methods in interpragmatics (2) pragmatic teaching resources (3) test and assessment of pragmatic ability .It aims at providing a comprehensive perspective of the available choices for pragmatics teaching and the ways that second language learners’ pragmatic development can be enhanced in the classroom. In the area of instructional methods, this article reviews researches under the theoretical SLA framework of explicit versus implicit instruction, input processing instruction, and skill acquisition and pra
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Zhu, Huan. "A Review on Refusals in Second Language Pragmatics Instruction." Journal of Linguistics and Communication Studies 2, no. 2 (2023): 127–35. http://dx.doi.org/10.56397/jlcs.2023.06.17.

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Research on the development of L2 pragmatic competence has focused chiefly on speech acts. However, this does not mean that speech acts are sufficiently understood. Refusals have been much less studied than requests, though they are the second most investigated speech act (Ren, 2022). This paper aims to make contributions to L2 refusal instruction by reviewing previous studies on L2 refusals. In conclusion, research on L2 refusal instruction has mostly concentrated on implicit and explicit instruction, ignoring the role of task-based instruction and other instructions. However, they are widely
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Barón, Júlia, M. Luz Celaya, and Mayya Levkina. "Learning pragmatics through tasks." Applied Pragmatics 2, no. 1 (2020): 1–25. http://dx.doi.org/10.1075/ap.18010.bar.

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Abstract This study aims at examining the benefits of teaching L2 pragmatics with the use of tasks. The participants were 50 Catalan/Spanish bilingual students (aged 12–14) from three intact classes who were learners of English as a Foreign Language and with an upper-intermediate level of proficiency. The three groups followed different approaches to teaching pragmatics: G1 was instructed in pragmatics following a task-supported approach; G2 was also instructed in pragmatics but no tasks were used; and G3 was a control group with no instruction on pragmatics and no use of tasks, either. To ass
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Sánchez-Hernández, Ariadna, and Alicia Martínez-Flor. "Teaching the pragmatics of English as an international language: A focus on pragmatic markers." Language Teaching Research 26, no. 2 (2021): 256–78. http://dx.doi.org/10.1177/13621688211064933.

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The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study inves
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Ishihara, Noriko. "Is It Rude Language? Children Learning Pragmatics Through Visual Narrative." TESL Canada Journal 30, no. 7 (2014): 135. http://dx.doi.org/10.18806/tesl.v30i7.1157.

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There has been an upsurge of interest in teaching second/foreign language (L2) pragmatics in recent years, but much of this effort has been targeted at adult learners. This article introduces small-scale informal instruction exploring the pragmatic development of 9-year-olds in Tokyo, facilitated through dialogic in- tervention on pragmatics using the visual presentation of narratives. Although the instruction took place in an English as a foreign language (EFL) context, the same dialogic approach is relevant to ESL in Canada and elsewhere, as picture books enrich narratives, visually mediatin
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Kim, Hyekyeng. "THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS." Indonesian Journal of Applied Linguistics 7, no. 2 (2017): 133. http://dx.doi.org/10.17509/ijal.v7i2.8136.

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Despite the ongoing research of interlanguage pragmatics, intervention studies concerning pragmatic instruction have not been conducted as actively. The present study aims to investigate the effects of pragmatic instruction on Korean university students specifically regarding compliment responses. The effects of the instruction were examined in terms of the students' pragmatic awareness and production, according to the various language proficiency levels of the students. A total of 106 Korean university students from various majors participated in the study. The experimental group received exp
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Yousefi, Marziyeh, and Hossein Nassaji. "A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables." Technology-mediated feedback and instruction 170, no. 2 (2019): 277–308. http://dx.doi.org/10.1075/itl.19012.you.

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Abstract This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of the instructional effects. It was found that (a) computer-assisted instruction generated larger effects than face-to-face instruction, (b) in
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Timpe-Laughlin, Veronika. "Adult learners’ acquisitional patterns in L2 pragmatics: What do we know?" Applied Linguistics Review 8, no. 1 (2017): 101–29. http://dx.doi.org/10.1515/applirev-2015-2005.

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AbstractLanguage pedagogy designers are faced with the challenge of engineering learning experiences that are in harmony with how second and foreign languages (L2s) are developed. In the field of L2 pragmatics learning and teaching, this challenge has sparked a considerable amount of research on instructional methods, facilitative interventions, and input enhancements. To a lesser degree, researchers have also investigated L2 pragmatic learning progressions that might inform L2 instruction. This review paper canvasses empirical research into the acquisitional sequences of interlanguage pragmat
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Dissertations / Theses on the topic "Pragmatics instruction"

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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." De Gruyter, 2016. https://ul.qucosa.de/id/qucosa%3A21364.

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While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the te
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Kolesova, Valeriia. "Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.

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This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was furth
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Liao, Yu-Fang. "The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4193.

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Pragmatics is part of communicative competence. In order to communicate successfully, pragmatic competence is of vital importance. Although pragmatics has played a significant role in L2 learners' communicative competence, pragmatics still has not been commonly taught in the classroom. The present research investigates the efficacy of instruction in pragmatics in the advanced Chinese language class has on the production and appropriate use of apology strategies, and examines the correlation between exposure in a Chinese Speaking Community (CSC) and pragmatics development. The subjects include
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Castro, Simonó Lilbia Milagros. "Desarrollo de la competencia sociopragmática en la enseñanza de español Lengua Materna en Suecia." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-99743.

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Studies on the incidence of socio-pragmatic competence in the teaching of mother tongues are very scarce. The aims of this qualitative study are two folded: First, we want to describe the teachers’ use of socio-pragmatics in the subject of Spanish as a mother tongue. In addition, we want to determine the degree of use of socio-pragmatics u in this specific subject. a mixed method was applied. The results were obtained by means of aclassroom’sssemi structuredsIt was assumed that there would be a sociopragmatic approach in the teaching of mother languages but it was found to be different in each
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Rylander, John William. "EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/474057.

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Applied Linguistics<br>Ph.D.<br>This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of sustained, explicit instruction. Operationalized as a composite construct in the theory of communicative competence, pragmatic awareness includes knowledge of pragmalinguistic forms and sociopragmatic features, with sequential action events representing the former and relationship status categories the latter. Research questions for each study focus on gains learners revealed on a video-based pragmatic aware
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Nicholas, Allan Leslie John. "A dynamic assessment of interactional competence in Japanese learners of EFL : the act of requesting." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27315.

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This thesis aims to bring together the area of pragmatics in second language learning (SLL), and dynamic assessment (DA), and in doing so offer an alternative way of both assessing pragmatics and providing its instruction. DA aims to provide a detailed analysis of not only a learner’s current stage of development, but also their still developing abilities. Unifying instruction and assessment, the learner and a mediator co-construct a task, with the mediator providing assistance when necessary. By examining both the types of mediation practices and their frequency, insights can be gained as to
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Herraiz, Martínez Ana. "Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences." Doctoral thesis, Universitat Jaume I, 2018. http://hdl.handle.net/10803/664863.

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This thesis analyses undergraduate learners' pragmatic development. The participants of the study were enrolled in English-medium instruction atlhree different Spanish universities. Pragmatic development is operationalised as "functional adequacy" (FA), which is a recent construct developed by Kuiken and Vedder (2016) to approach pragmatic competence. Moreover, the effect of English proficiency and previous language learning experiences on learners' FA is explored. Quantitative and qualitative results are taken ¡nto consideration in order to observe and further understand what happens in
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Ryu, Jieun, and Jieun Ryu. "Pragmatics Instruction in Korean as a Foreign Language Programs in the U.S.: Overview of the Programs, Instructors' Beliefs, and Pedagogical Application." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626659.

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In the field of Korean as a foreign language (KFL) pragmatics, current scholarship documents a need for change in regards to speech styles as dynamic features (Byon, 2007; Chang, 2014; Cook, 2011; Jung, 2015; Park, 2012; Strauss & Eun, 2005; Yoon, 2010). However, speech styles are often taught at a pragmalinguistic level as a grammar point and in a textbook or in a classroom sociopragmatics presentation is limited to static contextual features such as one’s social status and/or age. Moreover, even though the honorifics system and speech styles are perceived as daunting by even the most advance
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Pearson, Lynn Ellen. "Pragmatics in foreign language teaching : the effects of instruction on L2 learners' acquisition of Spanish expressions of gratitude, apologies, and directives /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035162.

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Rodríguez, Peñarroja Manuel. "Instruction of foreign language pragmatics: the teaching and acquisition of multiple speech acts using an explicit focus on forms approach, audiovisual input and conversation analysis tools." Doctoral thesis, Universitat Jaume I, 2016. http://hdl.handle.net/10803/362941.

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This thesis describes the teaching and learning of multiple speech acts from an interlanguage pragmatics perspective since the already existing materials for that purpose have been considered as impoverished in terms of reflecting the use of language in its context. The first chapter "Pragmatics and Speech Act theory" includes the description of Pragmatics as the main area of study which this thesis is based on. It also includes the description of concepts related to pragmatics, such as speech acts, politeness and context. There is also a description of communicative competence paradigms in wh
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Books on the topic "Pragmatics instruction"

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E, McKerrow Ray, ed. The pragmatics of public communication. 3rd ed. Kendall/Hunt Pub. Co., 1985.

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1955-, Bardovi-Harlig Kathleen, Félix-Brasdefer César, Omar Alwiya Saleh, National Foreign Language Resource Center (University of Hawaii at Manoa)., and International Conference on Pragmatics and Language Learning., eds. Pragmatics and language learning. National Foreign Language Resource Center, University of Hawai'i at Mānoa, 2006.

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Róg, Tomasz. Task-based Language Teaching and Beyond: L2 Pragmatics Instruction for Young Learners. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86566-4.

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Duman, Seyyare. Kooperatives und kreatives Schreiben am Computer: Untersuchung zur Textproduktion in der Fremdsprache. Anadolu Üniversitesi, 2010.

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Aitken, Martin. Directives and indirectness: The semantics and pragmatics of instructional discourse. Institut for Fransk, Italiensk og Russisk, Handelshøjskolen i København, 2000.

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Michael, Korcuska, and ebrary Inc, eds. Sakai courseware management: The official guide : a comprehensive and pragmatic guide to using, managing, and maintaining Sakai in the real world. Packt Publishing Ltd., 2009.

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Jiang, Dan. L2 Mandarin Chinese learners' pragmatic development in making refusals: The roles of instruction and the study abroad context. SOAS, University of London, 2015.

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Félix-Brasdefer, J. César. Interlanguage Pragmatics. Edited by Yan Huang. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.32.

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This chapter provides an overview and an assessment of central topics in interlanguage pragmatics (ILP). The chapter begins by defining the pragmatics for ILP, followed by a selective account of the main concepts covered in the field, such as pragmatic competence, the distinction between pragmalinguistics and sociopragmatics, second-language (L2) pragmatics, pragmatic transfer, pragmatic instruction, and types of pragmatic failure. Then, it describes and evaluates predominant theoretical and methodological approaches, as well as the methods generally used to collect data in ILP. The chapter al
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Halenko, Nicola, and Jiayi Wang, eds. Pragmatics in English Language Learning. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108894241.

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Written by an international team of experts, this groundbreaking book explores the benefits and challenges of developing pragmatic competence in English as a target language, inside and outside the classroom, and among young and adult learners. The chapters present a range of first language contexts, including China, Germany, Indonesia, Italy, Mexico and Norway, to provide international perspectives on how different first languages present varying challenges for developing pragmatic awareness. The book outlines cutting-edge techniques for investigating spoken and written pragmatic competence,
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Pragmatics and Language Learning: Conference Proceedings. University of Hawaii Press, 2007.

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Book chapters on the topic "Pragmatics instruction"

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Compernolle, Rémi A. van. "Concept-Based Pragmatics Instruction." In The Routledge Handbook of Sociocultural Theory and Second Language Development. Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-14.

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Sánchez-Hernández, Ariadna. "Chapter 9. Language attitude effects on L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.09sen.

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This chapter explores the relationship between second language (L2) pragmatic competence and language attitude, an individual difference (ID) that has received scant attention in the field of Interlanguage Pragmatics. Additionally, it examines the role instruction may play in such a relationship, drawing from the idea that instruction in the foreign language context may guide students’ language attitudes and in turn enhance their L2 pragmatic skills. Seventy-three English as a Foreign Language students completed a questionnaire about attitude towards English as an International Language, and g
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Martínez-Flor, Alicia, Ariadna Sánchez-Hernández, and Júlia Barón. "Chapter 1. L2 pragmatics in action." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.01mar.

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Over the last four decades, interlanguage pragmatics studies have paid special attention to instructional pragmatics; that is, to what extent instruction plays a role in developing learners’ second/foreign language (L2) pragmatic ability in instructional settings (Plonsky &amp; Zhuang, 2019). Research has traditionally focused on the teaching-learning process, but there is still a lack of scholarly interest in the two main protagonists: the teachers and the learners. To address this research gap, the present chapter presents an overview of the current picture of L2 pragmatics in instructional
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Straight, H. Stephen. "Goals, Method, and Theory in Language Instruction." In Pragmatics and Education. Springer US, 1986. http://dx.doi.org/10.1007/978-1-4757-1574-3_12.

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Masuda, Kyoko, Amy Snyder Ohta, and Rie Tsujihara. "Teaching pragmatics with concept-based language instruction1." In Concept-based Language Instruction. Routledge, 2025. https://doi.org/10.4324/9781032628615-5.

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Ishihara, Noriko, and Andrew D. Cohen. "Incorporating Technology into Pragmatics-focused Instruction." In Teaching and Learning Pragmatics, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003168188-11.

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Pearson, Lynn. "L2 Spanish Pragmatics Instruction at the Novice Level." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-12.

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Nguyen, Thi Thuy Minh, and Thi Thanh Thuy Pham. "Chapter 10. Skill acquisition based approach to teaching L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.10ngu.

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Skill Acquisition Theory describes second language (L2) learning as a gradual transition from effortful use to more automatic use of L2 knowledge, as a result of deliberate and systematic practice. In this chapter, we address the skill-acquisition based approach to teaching L2 pragmatics by first presenting the theory and its constructs of declarative knowledge, proceduralisation and automatisation and reviewing existing instructional L2 pragmatics research that lends support to the theory. We then illustrate how the theory can be applied to design L2 pragmatic instruction by reporting an empi
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Voldánová, Žaneta. "Pragmatika a písemné dovednosti u studentů angličtiny jako cizího jazyka: Výsledky pilotáže a implikace pro úpravu finálního výzkumu." In Výzkum v didaktice cizích jazyků V. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0310-2022-5.

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The article summarises the results of pilot research focused on the effect of explicit pragmatics instruction on the writing skills of students of the Primary school teacher training study programme. Explicit pragmatics instruction contributed to the students’ confidence about writing and the students themselves have a positive attitude to it. However, the pilot study revealed that the effect of pragmatics instruction on the students’ writing skills wasn’t significant and that there is a need of research design and respondents modifications, which are also described in this article.
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Sessarego, Cecilia. "Advances in L2 Spanish pragmatics classroom instruction." In The Routledge Handbook of Spanish Pragmatics. Routledge, 2020. http://dx.doi.org/10.4324/9780429455643-32.

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Conference papers on the topic "Pragmatics instruction"

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Demir, Selin, and Derin Atay. "EXPLORING THE EFFECTS OF VR-MEDIATED PRAGMATICS INSTRUCTION ON L2 REFUSAL STRATEGIES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1451.

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Dzakula, Bozo, and Maida Dzakula. "RAISING LEARNERS’ COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE THROUGH EXPLICIT INSTRUCTION OF INTERCULTURAL PRAGMATICS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0262.

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Fasola, Juan, and Maja J. Mataric. "Interpreting instruction sequences in spatial language discourse with pragmatics towards natural human-robot interaction." In 2014 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2014. http://dx.doi.org/10.1109/icra.2014.6907249.

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Mustata, Cristian, Voichita alexandra Ghenghea, Sissi elisabeth Closs, Ioanlaurian Soare, Cristian george Dragomirescu, and Ioana Mustata. "KEY ELEMENTS FOR EXCELLENCE IN TECHNICAL COMMUNICATION AT MASTER LEVEL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-141.

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Working in a fast-paced industrial environment requires experts with new skills: one of these professionals is the technical communicator, whose main task does not imply solely writing instruction manuals for a large variety of products. Her/his duties should focus on managing electronic media, mastering elements of pragmatics, semantics, translation, engineering etc. The technical communicator should also be able to explore basic tools in rhetorical strategies, organizing, designing and editing documents, dealing with ethical issues and not in the least communicating across cultures. Undoubte
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Johnson, Lisa Rose. "Increasing Pragmatic Competence Through Direct Instruction and STEAM Approaches." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1583430.

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Fried, Daniel, Jacob Andreas, and Dan Klein. "Unified Pragmatic Models for Generating and Following Instructions." In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, Volume 1 (Long Papers). Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/n18-1177.

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Trubnikova, Victoriya. "From saying it right to doing it right: a model of pragmatic competence development." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12954.

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This article discusses the need for the explicit pragmatic instruction and proposes a pentaphasic model of pragmatic competence development designed for leaners of different language backgrounds and social groups. The model includes five steps of free and guided analysis and production with specific goals and tasks. The aim of the model is to develop a student’s agency as a leaner and to raise their metapragmatic awareness by guided discovery inductive procedures, explicit discussions and self-assessment. It was tested on a group of Italian language learners in order to understand their motiva
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Moshchanskaya, Elena. "Instruction In Consecutive Interpretation Of Welcome Speech: Functional Approach." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.31.

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Koohang, Alex, and Keith Harman. "Open Source: A Metaphor for E-Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2867.

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This paper explores open source as a metaphor for e-leaming. It builds the case that e-leaming and open source movement are rooted in the constructivist movement and the constructivist movement is itself rooted in the pragmatism and instrumentalism that pervades John Dewey’s theories of understanding as applied to learning. As a result, it is recommended that the use of open source as metaphor for e-learning be further explored in three areas: instructional practices, instructional platforms, and instructional philosophy.
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Naito, Taichi, Naoya Hirota, Yoshinobu Hagiwara, Naoto Iwahashi, and Tadahiro Taniguchi. "Action-Feasibility-Based Pragmatic Understanding of Ambiguous Instructions by Service Robots." In 2022 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2022. http://dx.doi.org/10.1109/sii52469.2022.9708746.

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Reports on the topic "Pragmatics instruction"

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Bilovska, Natalia. INTERACTIVE STYLES: PERSPECTIVES OF EMERGENCE, ESTABLISHMENT AND DEVELOPMENT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12168.

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Abstract:
Stylistics can be considered as a field of study that crosses text theory, linguistics, and journalism. Although different schools create different approaches to stylistics, each stylistic approach will include in its paradigm some basic factors, such as the reader and the author. This article shows how these factors interact with each other and, ultimately, create the basis for the emergence of a new field in Ukrainian journalism – interactive stylistics. The study is devoted to interactive stylistics, which is considering as a field based on the text’s own pragmatic potential in the context
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