Asset Details
Do you wish to reserve the book?
Exploring the Impact of Sociolinguistic Instruction on EFL Learners' Awareness of Language Communication Stereotypes
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Exploring the Impact of Sociolinguistic Instruction on EFL Learners' Awareness of Language Communication Stereotypes
Do you wish to request the book?
Exploring the Impact of Sociolinguistic Instruction on EFL Learners' Awareness of Language Communication Stereotypes
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Exploring the Impact of Sociolinguistic Instruction on EFL Learners' Awareness of Language Communication Stereotypes
2024
Overview
The objective of this study is to examine the effectiveness of sociolinguistic instruction in augmenting EFL learners' awareness of language communication stereotypes and in challenging and reshaping their perceptions and attitudes towards them. This research administers a structured questionnaire to a random sample of 60 master one students at Djelfa University. The questionnaire is designed to gauge students' awareness of language communication stereotypes across various dimensions. The research yields compelling insights into the transformative potential of sociolinguistic instruction. Key findings underscore that EFL learners exposed to such instruction exhibit heightened awareness of language communication stereotypes. The study identifies specific areas of impact, with notable changes observed in students' perceptions of accent, region and gender-related stereotypes. These results affirm the pedagogical significance of sociolinguistic instruction in challenging preconceived notions and fostering a more inclusive approach to communication.
Publisher
جامعة زيان عاشور الجلفة
Subject
