Integrating pragmatic strategies into English language pedagogy: A comparative analysis of teaching approaches
DOI:
https://doi.org/10.29070/3w0a9j81Keywords:
Pragmatic strategies, English language pedagogy, communicative competence, teaching approachesAbstract
The use of pragmatic strategies into English language training is necessary in order to cultivate communicative competence among students. The ability to effectively use language in a variety of social contexts will be facilitated for learners as a result of this. The purpose of this study is to examine the effectiveness of various teaching approaches that are based on pragmatic tactics in terms of assisting students in dealing with circumstances that they would encounter in real life. The research compares and contrasts traditional methods of teaching language, such as direct and grammar-translation instruction, with more modern methods, such as communicative and task-based language education, in order to investigate the impact on pragmatic competence. With a special emphasis on social norms, politeness tactics, conversational implicature, and speech acts, this study relies on a broad body of literature and empirical research to demonstrate how both explicit and implicit education may assist students in becoming more pragmatically aware. Specifically, the study focusses on how students may become more aware of social norms. Exposure to real conversation and contextualised interaction are examples of implicit tactics that might lead to more organic learning over time. While metapragmatic awareness-raising and direct feedback are examples of explicit teaching that may speed up pragmatic development, examples of implicit approaches include exposure to genuine conversation and contextualised interaction.
References
Al-Aghbari, D. (2016). Integrating pragmatic competence in teaching English to the students of medicine at Taiz University. Linguistics. Université de Strasbourg, 2016. –
Aufa, F. (2014). The Use of Discourse Completion Task (DCT) as Explicit Instruction on Indonesian EFL Learners' Production of Suggestion Acts. International Journal on Studies in English Language and Literature. (IJSELL), 2(6), 1-10.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge University Press.
Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Ablex.
Byram, M. (1997). Teaching and assessing intercultural communicative competence . Multilingual Matters.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1-47
Choraih, M., Loutfi, M., and Mansoor, A. (2016). The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications. Arab World English Journal, December 2016. ASELS Annual Conference Proceedings, 2016 Mohammed V University of Rabat, Morocco
Dörnyei, Z. (2001). Motivational strategies in the language classroom . Cambridge University Press.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Firth, A., & Wagner, J. (1997). On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research. Modern Language Journal, 81, 286-300.
Hudson, T., Detmer, E., & Brown, J. D. (1995). Developing prototypic measures of cross-cultural pragmatics . University of Hawai'i Press.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269- 293). Penguin.
Ishihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet . Pearson Education.
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Blackwell.
Kecskes, I. (2014). Intercultural pragmatics. Oxford University Press.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Lange, D.L & Paige, R.M. (2003). Culture as the Core: Perspectives on Culture in Second Language Learning. Greenwich, CT: Information Age Publishing.
LoCastro, V. (2012). Defining the terriotery. In V. LoCastro , Pragmatics for language educators: A Sociolinuistic Perspective. pp.3-17. London: Routledge.
Martínez-Flor, A., & Usó-Juan, E. (2006). A comprehensive pedagogical framework to develop pragmatics in the foreign language classroom: The 6Rs approach. Applied Language Learning, 16 (2), 39-64.
Mohammed, M. (2012) Teach ability of Pragmatic Competence: The Impact of Explicit Instruction on the Development of Iraqi Freshmen EFL Learners’ Pragmatic Competence. The Arab Gulf Journal, Vol. (40), Issue (1-2)
This work is licensed under a 