890 KB40 KB195520252014Kusevska, Marijaštevilka:letn. 54str. 97-112ISSN:0024-3922COBISSID:56780898URN:URN:NBN:SI:doc-2CLQXEBIenZnanstvena založba Filozofske fakulteteLinguistica (Ljubljana)actes de langageanglaisangleščinaCadre européen commun de référence pour les languesCECRLcompétence pragmatiqueEnglishétudiants macédoniensjezikovna dejanjamakedonski študentipragmatična kompetencaSEJOSkupni evropski jezikovni okvirtuji jezikiConnecting development of pragmatic competence with the CEFR|The aim of this paper is to look at how The Common European Framework of Reference for Languages (CEFR) can facilitate research of pragmatic competence development. Central to developing pragmatic competence are the language functions (or speech acts) and the conventions of politeness. In particular, we focus on how Macedonian learners of English at B2 level express their disagreement, and we put their performance in relation to the functions and the politeness maxims postulated in Vantage (van Ek/Trim 2001) and the Common European Framework of Reference for Languages (2001). Data for the analysis was compiled by means of a Discourse Completion Task (DCT) consisting of nine tasks which required the students to express an opposing view to the one given in the tasks. In our analysis, we classified disagreement as strong, weak, direct and hints. We focus on the linguistic means that learners used to express and to modify their disagreement. In particular, we discuss the use of lexical and syntactic modifiers, putting more emphasis on the use of modal verbs and I think. We end the paper with a conclusion that the CEFR and the accompanying books provide a valuable tool not only because they list the exponents of the functions, but also because they explain the principles that these exponents are motivated by. Finally, we raise two issues that we believe are important for further consideration. One is development of further research across all levels with the aim of better understanding the processes governing the acquisition of pragmatic competence. The other is developing research on what teaching methods and techniques should be employed to facilitate itCilj prispevka je raziskati, kako lahko Skupni evropski okvir za jezike olajša raziskovanje razvoja pragmatične zmožnosti. Osrednjo vlogo v razvoju te zmožnosti imajo jezikovne funkcije (ali jezikovna dejanja) in vljudnostne konvencije. V raziskavi se osredotočamo na makedonske govorce, ki so pri učenju angleščine na ravni B2; opazovali smo, na kakšen način izražajo nestrinjanje in njihovo jezikovno performanco povezali s funkcijami in vljudnostnimi načeli, kot so definirana na višji ravni sporazumevalnega praga, Vantage (van Ek/ Trim 2001) in Skupni evropski jezikovni okvir. Korpus za analizo je bil sestavljen z metodo discourse completion task (DCT) in je vseboval devet nalog, v katerih smo od študentov zahtevali, da izrazijo mnenje, nasprotno mnenju, izraženemu v nalogah. V analizi smo nestrinjanje razvrstili v različne kategorije: močno, šibko, direktno in namige. Osredotočamo se na jezikovna sredstva, ki so jih študentje uporabili, da so izrazili in omilili svoje nestrinjanje, še posebej na leksikalna in sintaktična sredsta, modalne glagole in glagol mislim. Članek sklenemo z mislijo, da so SEJO in spremljevalni dokumenti dragocena orodja, ne le zato, ker razvrščajo eksponente teh funkcij, pač pa tudi zato, ker razlagajo, kako ti eksponenti nastanejo. Na koncu opozorimo še na dve zadevi, pomembni za prihodnje razprave: prva je nadaljnje raziskovanje na vseh ravneh, s ciljem boljšega razumevanja procesov, ki upravljajo nadziranje pragmatične kompetence, druga pa razvijanje raziskav na področju učnih metod in tehnik, ki lahko omogočijo usvajanje te kompetenceTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Filozofska fakulteta