Design explicit pragmatic instruction with practice opportunities, feedback addressing both form and meaning, and authentic input models¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the studies reviewed, the authors encourage L2 teachers to design activities and implement pragmatic instruction that is explicit (for instance metapragmatic explanations) and includes opportunities for practice and production of L2 pragmatic forms. CF should address both form and meaning, attending to pragmalinguistic failure (knowing the context but not the linguistic means) and sociopragmatic failure (interpreting the situation differently from a native speaker). Teachers should also provide authentic models, including appropriate and inappropriate utterances such as thank-you notes, invitation letters, emails, Facebook posts, and voice mails, and include oral input and practice to match the oral nature of conversational language.

Design Implications¶

Context¶

Requirements¶

• Linguistic input such as grammar and vocabulary needs to be fully accessible to learners so instruction can focus on pragmatic implications of the input

Constraints¶

• Collecting a standard set of appropriate L2 pragmatic behaviors to teach or test may not be realistic or practical, given the immense variety in what constitutes appropriate pragmatic behavior

Target Learners¶

• L2 and EFL learners in classroom instruction

Target Learning Goals¶

• pragmalinguistic accuracy
• sociopragmatic appropriateness
• production and recognition of speech acts such as requests and refusals

Related Strategies¶

Examples¶

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Key Sources¶

• Yousefi, M., & Nassaji, H. (2021). Corrective Feedback in Second Language Pragmatics: A Review of Research. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(1). https://tesl-ej.org/pdf/ej97/a6.pdf