This article present the first taxonomy of the discursive competence rquired by teachers of English in Higher Education in China and discusses the importance of a pragmatics-driven approach to the curriculum for English teachers. It demonstrates that there is a lack of awareness of the specialist nature of the metalanguage required by teachers of English and provides a descriptionof it within an English for Special Purposes approach.
|Number of pages||11|
|Journal||Studies in Pragmatics|
|Publication status||Published - 2011|
- Discourse Analysis
- English for Special Purposes