ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has been a growing recognition that new pedagogical approaches are required in ESP teaching. In this study, we discuss a research-informed pedagogical proposal to deal with job interviews, a highly routinised spoken genre that is typically addressed in Business English courses. Drawing on previous literature (Cope, B. and Kalantzis, M. (2015). The things you do to know: an introduction to the pedagogy of multiliteracies. In: Cope, B. and Kalantzis, M. (Eds.), A pedagogy of multiliteracies. Learning by design. Palgrave MacMillan, Hampshire, pp. 1–36; Lim, F.V. (2018). Developing a systemic functional approach to teach multimodal literacy. Funct. Ling. 5: 1–17), we present a pedagogical proposal that aims to promote students’ awareness of the multimodal nature of job interviews and develop their multimodal communicative competence through instruction, practice and feedback.

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The goal of the present paper is to provide a discourse-based teaching approach for the integration of the speech act of apologies from

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The present paper attempts to present a pedagogical model for the integration of pragmatic competence in the foreign language classroom by following an inductive-deductive approach. For the sake of the current article, the pragmatic feature that has been chosen is the speech act of refusals. The rationale behind this selection is based on the fact that refusals are seen as a face-threatening act which may confront listeners’ expectations (Eslami 2010: 217). Hence, learners should obtain a particular pragmatic expertise to outperform refusals successfully and that is the reason why the teaching of this speech act should be integrated in foreign language settings.