ADVANCED PEDAGOGICAL STRATEGIES: THE EFFICACY OF IMPERATIVE DISCOURSE IN INSTRUCTIONAL DESIGN
DOI:
https://doi.org/10.5281/zenodo.20205032Keywords:
Instructional scaffolding, imperative pragmatics, EFL methodology, classroom discourse, linguistic economy. IntroductionAbstract
This scholarly paper critically evaluates the pragmatic utilization of the imperative mood within English as a Foreign Language (EFL) classrooms. It transitions from basic command structures to a comprehensive analysis of instructional scaffolding and sociolinguistic nuances. The research explores how the precise calibration of imperative directives influences cognitive processing and task execution in secondary education.References
Celce-Murcia, M., & Larsen-Freeman, D. (2015). The Grammar Book: Form, Meaning, and Use for English Language Teachers. National Geographic Learning.
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching. Macmillan.
Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge.
Brown, H. D. Principles of Language Learning and Teaching. New York: Pearson Education, 2007.
Halliday, M. A. K. Language as Social Semiotic. London: Edward Arnold, 1978.
Hyland, K. Teaching and Researching Writing. London: Routledge, 2016.
Richards, J. C., & Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2014.
Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 1978.
Fairclough, N. Language and Power. London: Longman, 1989.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Innovative Academy RSC
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
