Cover not available

Article published In: ITL - International Journal of Applied Linguistics
Vol. 141/142 (2003) ► pp.199–223

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Improving EFL learners' pragmatic awareness

why and how

 | Assistant Professor of Linguistics/TEFL, Department of English Language and Literature Southern Illinois University Edwardsville
Published online: 1 January 2003
DOI logo with link
https://doi.org/10.2143/ITL.141.0.2003187
This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.
References (39)
BARDOVI-HARLIG, K. (1992). Pragmatics as part of teacher education, TESOL Journal, 1.1: 28–32.Google Scholar logo with link to Google Scholar
BARDOVI-HARLIG, K. AND HARTFORD, B. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic change. Studies in Second Language Acquisition, 19.3: 297–304.Google Scholar logo with link to Google Scholar
BARDOVI-HARLIG, K. et al.. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45.1: 4–15.Google Scholar logo with link to Google Scholar
BEEBE, L. M., TAKAHASHI, T. & ULISS-WELTZ, R. (1990). Pragmatic transfer in ESL refusals. In R. C. Scarcella et al.. (eds.), Developing communicative competence in a second language. New York: Newbury House. 55–73.Google Scholar logo with link to Google Scholar
BOUTON, L. (1999). Developing nonnative speaker skills in interpreting conversational implicatures in English: explicit teaching can ease the process. In E. Hinkel (ed.), Culture in second language teaching and learning. New York: Cambridge University Press. 47–70.Google Scholar logo with link to Google Scholar
CANALE, M. & SWAIN, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1.1: 1–47.Google Scholar logo with link to Google Scholar
CELCE-MURCIA, M. AND LARSEN-FREEMAN, D. (1983). The grammar book: An ESL/EFL teacher's course. Cambridge, MA: Newbury House.Google Scholar logo with link to Google Scholar
COHEN, A. (1994). Assessing language ability in the classroom. Boston, MA: Heinle & Heinle.Google Scholar logo with link to Google Scholar
(1996). Speech acts. In S. L. McKay & N. H. Hornberger (eds.), Sociolinguistics and language teaching. New York: Cambridge University Press. 383–420.Google Scholar logo with link to Google Scholar
DOGANCAY-AKTUNA, S. & KAMISLI, S. (1997). Pragmatic transfer in interlanguage development: A case study of advanced EFL learners. ITL: Review of Applied Linguistics 117-1181: 151–176.Google Scholar logo with link to Google Scholar
EDMONSON, W., HOUSE, J., KASPER, G. & STEMMER, B. (1984). Learning the pragmatics of discourse: A project report. Applied Linguistics, 51: 113–125.Google Scholar logo with link to Google Scholar
ELLIS, R. (1986). Understanding second language acquisition. Oxford, UK: Oxford University Press.Google Scholar logo with link to Google Scholar
(1994). The study of second language acquisition. Oxford, UK: Oxford University Press.Google Scholar logo with link to Google Scholar
HOLMES, J. & BROWN, D. F. (1987) Teachers and students learning about compliments. TESOL Quarterly 21.3: 523–546.Google Scholar logo with link to Google Scholar
HURLEY, D. S. (1992) Issues in teaching pragmatics, prosody, and non-verbal communication. Applied Linguistics, 13.3: 259–281.Google Scholar logo with link to Google Scholar
JUDD, E. (1999) Some issues in the teaching of pragmatic competence. In E. Hinkel (ed.), Culture in second language teaching and learning. New York: Cambridge University Press. 152–166.Google Scholar logo with link to Google Scholar
KASPER, G. (1997). The role of pragmatics in language teacher education. In K. Bardovi-Harlig & B. Hartford (eds.), Beyond methods: Components of second language teacher education. New York: McGraw-Hill. 113–136.Google Scholar logo with link to Google Scholar
(1992). Pragmatic transfer. Second Language Research 8.3: 203–231.Google Scholar logo with link to Google Scholar
KASPER, G. & SCHMIDT, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18.1: 149–169.Google Scholar logo with link to Google Scholar
KASPER, G. & BLUM-KULKA, S. (eds.)(1993). Interlanguage pragmatics. New York: Oxford University Press.Google Scholar logo with link to Google Scholar
LEECH, G. N. (1983). Principles of pragmatics. London/New York: Longman.Google Scholar logo with link to Google Scholar
LONG, M. (1983). linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5.2: 177–194.Google Scholar logo with link to Google Scholar
LYSTER, R. (1994). The effects of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence. Applied Linguistics 15.3: 263–287.Google Scholar logo with link to Google Scholar
MELAMED, L. & BRANDT, D. (1977). Exercises focusing on non-verbal communication. TESL Talk 81: 31–38.Google Scholar logo with link to Google Scholar
MONTGOMERY, C. & EISENSTEIN, M. (1985). Real reality revisited: An experimental communicative course in ESL. TESOL Quarterly 191: 317–333.Google Scholar logo with link to Google Scholar
OLSHTAIN, E. & COHEN, A. (1990). The learning of complex speech act behavior. TESL Canada Journal 7.2: 45–65.Google Scholar logo with link to Google Scholar
PICA, T. (1986). Second language acquisition, social interaction, and the classroom. Applied Linguistics 7.1: 1–25.Google Scholar logo with link to Google Scholar
PICA, T., YOUNG, R. & DOUGHTY, C. (1987). The impact of interaction on comprehension. TESOL Quarterly 21.4: 737–758.Google Scholar logo with link to Google Scholar
RICHARDS, J. & SCHMIDT, R. W. (eds.) (1983). Language and communication. London/New York: Longman.Google Scholar logo with link to Google Scholar
ROSE, K. (1999). Teachers and students learning about requests in Hong Kong. In E. Hinkel (ed.), Culture in second language teaching and learning. New York: Cambridge University Press. 167–180.Google Scholar logo with link to Google Scholar
SAVIGNON, S. (1983). Communicative competence: Theory and classroom practice. Addison-Wesley.Google Scholar logo with link to Google Scholar
SCARCELLA, R. (1979). On speaking politely in a second language. On TESOL 79. Washington, DC: TESOL.Google Scholar logo with link to Google Scholar
SCHMIDT, R. (1993) Conscious learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (eds.), Interlanguage pragmatics. New York: Oxford University Press. 21–42.Google Scholar logo with link to Google Scholar
THOMAS, J. (1983) Cross-cultural pragmatic failure. Applied Linguistics, 4.2: 91–112.Google Scholar logo with link to Google Scholar
VALDMAN, A. (1992) Authenticity, variation and communication in the foreign language classroom. In C. Kramsch & S. McGonell-Ginet (eds.), Text and context: Cross-disciplinary perspectives on language study. Toronto, Canada: D.C. Heath. 79–97.Google Scholar logo with link to Google Scholar
WELDNER-BASSETT, M. E. (1994) Intercultural pragmatics and proficiency: 'Polite' noises for cultural appropriateness.IRAL,XXXII.1: 3–17.Google Scholar logo with link to Google Scholar
WHITE, R. (1993) Saying please: pragmalinguistic failure in English interaction. ELT Journal, 47.3: 193–202.Google Scholar logo with link to Google Scholar
WOLFSON, N. (1990) Intercultural communication and the analysis of conversation. Working Papers in Educational Linguistics 6.2: 1–20.Google Scholar logo with link to Google Scholar
(1989) Perspectives: SocioLinguistics and TESOL. New York: Newbury House.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue