Provides a comprehensive analysis of materials (textbooks, picture books, songs) used in German English as a Foreign Language primary classrooms
Compares German EFL primary school students pragmatic competence with that of international school primary pupils in spoken and written productive tasks
Constitutes the first comprehensive monograph researching EFL primary education with a focus on pragmatics
Table of contents (8 chapters)
About this book
This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context.
This book will be of interest to scholars, researchers, educators in higher education that focus on English language teaching, second language acquisition and applied linguistics. It is also intended for students who are planning to become primary school teachers of English as a foreign language.
- Interlanguage pragmatics
- EFL (English as a Foreign Language)
- Young learners
- Communicative competence
- Language learning and teaching
- learning and instruction
“The book is not only valuable for its investigation into the representation of pragmatic knowledge in the teaching materials used in Germany, but also because its theoretical, methodological, and pedagogical implications can be extended to EFL contexts in general … . We thus highly recommend it to interlanguage pragmatics researchers and EFL teachers.” (Yuqing Zhang and Hang Su, Journal of Pragmatics, Vol. 166, 2020)
Authors and Affiliations
Department of Linguistics, University of Erfurt, Erfurt, Germany
Gila A. Schauer
About the author
Gila A. Schauer is Professor of English and Applied Linguistics at the University of Erfurt, Germany. She received her PhD from the University of Nottingham, England. Her research interests include interlanguage pragmatics, linguistic impoliteness, textbook/materials analysis, intercultural communication, and language and gender.