摘要：In the history of language teaching many approaches and methods have been adopted, but, no matter whether they were implicit or explicit, generally speaking, in all of them, only little space was devoted to extra- and paralinguistic aspects. This has led many foreign language learners to acquire a very deep knowledge of grammatical aspects but not always equally qualified of the extra- and paralinguistic ones. This contribution describes how including the latter aspects in the teaching syllabus may improve learners’ proficiency and efficiency in using the foreign language.
关键词：Educational Linguistics;Sociolinguistics;Pragmatics;Inclusive Language Teaching.
