This research aims to discuss whether deficient competence in reading comprehension correlates with frailty in pragmatic skills and, specifically, in the generation of referential and inferential skills. Besides, skills in reading comprehension and inferential skills are estimated taking into consideration the needs and objectives for the development of adult English language learners’ pragmatic ability through interaction with texts and reading activities in foreign language education within higher-education context.
This research aims to discuss whether deficient competence in reading comprehension correlates with frailty in pragmatic skills and, specifically, in the generation of referential and inferential skills. Besides, skills in reading comprehension and inferential skills are estimated taking into consideration the needs and objectives for the development of adult English language learners’ pragmatic ability through interaction with texts and reading activities in foreign language education within higher-education context.
| № | Muallifning F.I.Sh. | Lavozimi | Tashkilot nomi |
|---|---|---|---|
| 1 | Eshchanov Yeshanov M.U. | PhD Student | Uzbekistan State World Languages University Tashkent |
| № | Havola nomi |
|---|---|
| 1 | Canale, M., Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching. UK, Applied Linguistics, 1, 1-47 p. Elbro, C., & Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17(6), 435–452 p. https://doi.org/10.1080/10888438.2013.774005 Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. CUP, Cambridge. Kasper, G. (1996). Developmental Issues in Interlanguage Pragmatics. Cambridge, Studies in Second Language Acquisition №18 (2). 149–69 p. Oakhill, J. V., Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121 p. https://doi.org/10.1080/10888438.2010.529219 Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3–32 p. https://doi.org/10.1207/s1532799xssr1101_2 https://americanenglish.state.gov/resources/teaching-pragmatics https://teachingenglishwithoxford.oup.com/2018/10/03/learning-and-teaching-pragmatics/ |