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Article published In: Pedagogical Linguistics
Vol. 1:1 (2020) ► pp.44–65

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Pedagogical linguistics

A view from L2 pragmatics

 | Indiana University
Published online: 17 February 2020
DOI logo with link
https://doi.org/10.1075/pl.19013.bar
Abstract
The positive effects of instruction on the acquisition of second-language pragmatics has been well documented by numerous recent published studies (81 in the 10 years between Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 331, 385–399. Google Scholar logo with link to Google Scholar, and (2015). Operationalizing conversation in studies of instructional effects in L2 pragmatics. System, 481, 21–34. Google Scholar logo with link to Google Scholar), but we have yet to see a corresponding increase in the teaching of pragmatics in second and foreign language classrooms or language textbooks. This article explores some of the potential causes for the lack of implementation of pragmatics instruction in second and foreign language classrooms (Sykes, J. M. (2013). Multiuser virtual environments: Learner apologies in Spanish. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 71–100). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar) and suggests means of overcoming such challenges. Pedagogical linguistics, in the form of pedagogical pragmatics, offers insight into meeting the challenges of limited theoretical support for curricular development, lack of authentic input in teaching materials, lack of instructor knowledge, and lack of reference books and pedagogical resources for teachers. The final challenge for pedagogical linguistics and pragmatics researchers is conveying relevant research findings to teachers; means for accomplishing this are discussed in the final section of the article.
Article outline
  • 1.Introduction
  • 2.What is L2 pragmatics?
  • 3.Challenges for implementing pragmatics instruction in second-foreign language classrooms
    • 3.1Limited theoretical support for curricular development
    • 3.2Lack of authentic pragmatic input in teaching materials
    • 3.3Lack of instructor knowledge
    • 3.4Lack of reference books and resources
  • 4.Addressing the challenges
    • 4.1Authentic input in instructional pragmatics (and pragmatics instruction)
    • 4.2Metapragmatic information: Instruction and feedback
    • 4.3How do we deliver pedagogical linguistics?
      • Pedagogical linguistics is multi-layered
      • Language-teacher education as outreach
      • Educating linguists to do pedagogical linguistics
  • 5.Concluding remarks
  • References
References (80)
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