The aim of this paper is to present a taxonomy of linguistic realisation strategies concerning the speech act of suggesting. In this regard, we will fírst provide a definition of this particular speech act, outlining its main characteristics and differentiating it from other directive speech acts, such as requests. Second, we will review the research conducted on suggestions by examining studies from both the cross-cultural and interlanguage pragmatics fields. Third, we will present the taxonomy we have drawn up on the basis of two theoretical frameworks, namely those of speech act and politeness theories, as well as findings from previous studies on this particular speech act. Finally, we will propose an example of a teaching approach in which this taxonomy could be implemented in order to develop learners' pragmatic competence when making suggestions.
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners' communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of the integrated nature of the theoretical concept of communicative competence (Celce-Murcia and Olshtain, 2005). Therefore, it is the main goal of this paper to help language teachers better understand such a theoretical concept for improving their classroom practices. In so doing, we first provide an explanation of the theoretical concept of communicative competence. Then, a current framework of communicative competence, which aims at highlighting the function of the four macro-skills to build discourse competence for communicative purposes and reflects our conceptualization of language teaching is briefly discussed (Usó-Juan and Martínez-Flor, 2006a). Finally, on the basis of this framework, and taking the intercultural component as the point of departure, a variety of activities in the four language skills are presented for teaching learners intercultural communicative competence.
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Revista Alicantina de Estudios Ingleses
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