Teaching and Learning Pragmatics: Where Language and Culture Meet

Pfingsthorn, Joanna

doi:10.1016/j.pragma.2012.02.004

Cited by 11 publications

(12 citation statements)

References 2 publications

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“…Concerning the pedagogical treatment of interactional pragmatic resources, it is important to provide learners with appropriate opportunities for input, practice, and feedback (e.g., Ishihara & Cohen, 2010). Backchannel may be exploited as an…”

Section: Discussionmentioning

confidence: 99%

Exploring Learners’ Backchannel Production in Complaint Sequences Across Proficiency Levels

Beltrán-Palanque¹

2023

INT J INSTRUCTION

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To participate effectively in interaction, interlocutors should make use of various resources such as backchannels. Through backchannels, listeners can, for example, show attention and provide support and feedback. The study aims to explore the effect of proficiency level on backchannel production. 64 English learners at two different proficiency levels participated in a role-play task consisting of a complaint situation. The learners' production of backchannels was analysed in terms of frequency and typology. Results suggest that the proficiency level and the role adopted in the simulated task appeared to affect the overall frequency and typology of backchannels. Learners with a higher level of language proficiency seem to use backchannels more frequently, probably due to their greater linguistic repertoire and pragmatic awareness regarding the construction of interaction. Results also show that the backchannel categories of continuer and agreement stand out above the rest. Finally, the study offers some pedagogical implications concerning the treatment of backchannels in the language classroom.

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Section: Discussionmentioning

confidence: 99%

Exploring Learners’ Backchannel Production in Complaint Sequences Across Proficiency Levels

Beltrán-Palanque¹

2023

INT J INSTRUCTION

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“…In the classroom, the speech context covers the speech participant (teacher and student), speech situation, speech topic, speech purpose, speech tool. Speech act theory explains that the main variables that affect the performance of speech acts are the social status of the speaker and listener, social distance, age, intensity or seriousness of the speech situation, speech goals, length of time to interact, and speech location (Celce-Murcia, Brinton, & Snow, 2014;Pfingsthorn, 2012). The use of speech acts requires knowledge of socio-cultural aspects related to speech and events (Borer, 2018).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Speech to Stimulate Students in Learning Interaction

Suyitno

Martutik

Lutfitasari

et al. 2021

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Many learning theories and studies on classroom discourse explain that teachers’ speech has an important role in determining student learning success. The teachers’ speech in teaching-learning interactions influences the activity and comfort of students’ learning. This study aimed to describe how the teachers’ speech stimulates students in learning interaction. This study used a qualitative approach to the type of classroom research. Participants in this study were 4 teachers who taught Indonesian, Mathematics, Science, and English at Mts. Islamiyah. Data of the study were the teachers’ speech and its context of stimulating students in learning interaction. The data collected through classroom observations and recording of teachers’ speech and the context of the speech. By qualitative analysis, this study found that the teachers’ speech at the beginning of learning, in the learning process, and at the end of learning has various types and functions depending on the speech context underlying the speech events in the classroom interaction. The speech context includes students as audiences, speech functions, learning material as speech topics, learning interactions as speech situations. The use of teachers’ speech was a learning strategy conducted by teachers to stimulate students motivated for learning.

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“…This might make pragmatic competence more difficult for L2 learners to master, and this issue has inspired a wealth of publications dealing with targeting pragmatic features in the second language classroom (e.g. Cohen, 2017;Ishihara & Cohen, 2010;Ishihara & Paller, 2016;O'Keeffe, Clancy & Adolphs, 2011;Taguchi, 2015;Taguchi & Kim, 2018).…”

Section: Literature Review 1 Pragmatic Competence and L2 Learning And...mentioning

confidence: 99%

“…All of this leads to the conclusion that increased awareness about pragmatic norms in a specific context is beneficial for both L2 teachers and learners (Ren & Han, 2016). Pragmatics should be a key component of the syllabus, and teachers need to be trained in how to teach pragmatics to their students as the knowledge and skills needed to teach L2 pragmatics might not come naturally to all language teachers (Glaser, 2018;Ishihara & Cohen, 2010).…”

Section: Literature Review 1 Pragmatic Competence and L2 Learning And...mentioning

confidence: 99%

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

Jakupčević

Portolan

2021

Language Teaching Research

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Pragmatic competence is an essential element of communicative competence, which makes it relevant for speakers of all ages, including young language learners (YLLs). Despite the recognized importance of pragmatics, research of textbooks for adult second language (L2) learners to date has found them lacking in their approach to this key aspect of language. However, there is very little research of pragmatics in textbooks for YLLs, which would provide insight into the extent to which these materials can support teachers in including elements of pragmatic competence into their language classes. The present study aims to fill this gap by determining how much pragmatic content is included in 18 textbooks used in Croatian primary schools with learners aged 9–12 years. The textbooks are compared in regard to the percentage of pages with pragmatic content as well as the different speech acts that receive explicit attention in them. The main finding of the study is the great amount of inconsistency when it comes to the scope and treatment of pragmatic content, with some textbooks proving extremely lacking. The results present a concerning picture as all of the students using these diverse textbooks should be following the same curriculum which emphasizes the development of communicative competence.

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Teaching and Learning Pragmatics: Where Language and Culture Meet

Cited by 11 publications

References 2 publications

Exploring Learners’ Backchannel Production in Complaint Sequences Across Proficiency Levels

Exploring Learners’ Backchannel Production in Complaint Sequences Across Proficiency Levels

Teachers’ Speech to Stimulate Students in Learning Interaction

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

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