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In this article, basic activities of teaching pragmatics of complaining and its steps 
and  strategies  as  well  are  given  in  order  to  make  L2  learners  be  aware  of  using  the  language 
appropriately. It is also provided with examples and some exercises which can be useful in teaching 
pragmatics of complaint. 

  • Web Address
  • DOI
  • Date of creation in the UzSCI system 19-01-2021
  • Read count 162
  • Date of publication 19-01-2021
  • Main LanguageIngliz
  • Pages124-127
English

In this article, basic activities of teaching pragmatics of complaining and its steps 
and  strategies  as  well  are  given  in  order  to  make  L2  learners  be  aware  of  using  the  language 
appropriately. It is also provided with examples and some exercises which can be useful in teaching 
pragmatics of complaint. 

Русский

В этой стaтье приведены основные действия по обучению прaгмaтике 
жaлоб, a тaкже ее шaгaм и стрaтегиям, чтобы учaщиеся, изучaющие второй язык, знaли, 
кaк  прaвильно  использовaть  язык.  Это  тaкже  обеспечено  примерaми  и  некоторыми 
упрaжнениями, которые могут быть полезными  в обучении. 

Ўзбек

Ushbu maqolada  ingliz  tilini  ikkinchi  til  sifatida o`rganuvchilarda  shikoyat 
qilishning  qabul  qilingan  pragmatik  kompetensiyalarini  rivojlantirish  masalari  va  ularga  doir 
mashqlar  berilgan.  Shuningdek, maqolada  nutq  jarayonida  shikoyat  qilishning  samarali  usullari 
ham  keltirilgan.  Suhbat  davomida  shikoyat  qilishning    pragmatik  jihatdan  mos  bo`lgan 
strategiyalari misollar bilan boyitilgan 

№ Author name position Name of organisation
1 Hasanova U.O.
№ Name of reference
1 Aksoyalp, Y., and T. E. Toprak. 2015. Incorporating pragmatics in English language teaching: To what extent so EFL course books address speech acts? International Journal of Applied Linguistics and English Literature4 (2): 125-133
2 Amanda Hilliard. 2017 “Twelve activities for teaching the Pragmatics of Complaining to L2 learners”.
3 Eslami- Rasekh, Z. 2005. Raising the pragmatic awareness of language learners. ELT Journal 59 (3): 199-200
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