where does pragmatics fit in today's language classroom?

TESOL2010

Where does pragmatics fit in today’s language classroom?

Scott Phillabaum, San Jose State UniversityCindy Chiang, San Jose State UniversityJin Kim, San Jose State UniversityInga Gonzalez, San Jose State University

The importance of pragmaticspragmatics included as a part of communicative competence (Bachman, 1990; Canale & Swain, 1980)

grammatical failure versus pragmatic failure

"While a speaker who is not operating according to the standard grammatical code is at worse condemned as 'speaking badly', the person who operates according to differently formulated pragmatic principles may well be censured as behaving badly; as being an untruthful, deceitful, or insincere person." (Thomas, 1983, p. 103)

TESOL 2010

Phillabaum, Chiang, Kim, & Gonzalez

A rationale for teaching L2 pragmatics

exposure to the target language is insufficient (Schmidt, 1993)

“Pragmatic functions and relevant contextual factors are often not salient to learners and so are not likely to be noticed even after prolonged exposure” (Rose, 2004, p. 386).

pragmatic competence does not develop alongside grammatical competence

“Left to their own devices with respect to contact with the target language in and out of the classroom, the majority of learners apparently do not acquire the pragmatics of the target language on their own” (Bardovi-Harlig & Mahan-Taylor, 2003, p. 6).

TESOL 2010



the language classroom does not provide an adequate context for learners to pick up pragmatic knowledge implicitly

the language classroom is limited in representing the range of social identities and social relationships students encounter outside of class

teachers and textbooks do a poor job of presenting pragmatics (Jiang, 2006; Vellenga, 2004)

TESOL 2010



L2 learners who do not receive explicit instruction in pragmatics differ significantly from native speakers in pragmatic production and perception (Bardovi-Harlig, 2001).

instructed learners outperform uninstructed learners (Billmyer, 1990; Bouton, 1994; Wishnoff, 2000; Yoshimi, 2001)

instruction outpaces exposure alone

a range of pragmatic features are teachable

TESOL 2010


The place of pragmatics in trainingand in the classroom

to what extent are the calls for integrating pragmatics trickling down to the language classroom?

Vasquez & Sharpless (2009) surveyed MA TESOL programs

92/94 programs cover pragmatics in some courses

18 programs (20%) have a dedicated course on pragmatics

Only 4 programs (4.25%) have a required course on pragmatics

limited coverage in MA programs

TESOL 2010


The place of pragmatics in trainingand in the classroom

What is the experience of new teachers?

How do their fellow teachers, administrators, and students view a greater focus on pragmatics?

Cindy Chiang, Jin Kim, Inga Gonzalez

TESOL 2010


Cindy ChiangPeer Teaching in the MA TESOL Practicum

Practice Teaching at an Adult School

One-on-one Tutoring

TESOL 2010


Jin KimPeer Teaching in the MA TESOL Practicum

Practice Teaching at an Adult School

Volunteer Teaching

TESOL 2010


Inga GonzalezTeaching at an Adult School

Teaching at an Intensive English School

Teaching ESL in Work Environments

Discussions with colleagues in MA TESOL program

TESOL 2010


Common ThreadsLack of familiarity with pragmatics led to inability to address content issues

Resistance to the importance/value of pragmatics

Failure to recognize amount of work

Prior experience with pragmatics changed the way students viewed pragmatics

Able to give feedback on content

TESOL 2010


Common Threadssome freedom to address pragmatics, but with little support (but not discouraged)

allowed to introduce mini-lessons (banking & greetings)

had to fit pragmatics into the existing curriculum

lack of easy access to materials

ambitious, surprising to teach pragmatics

lack of visibility of pragmatics in the existing curriculum

TESOL 2010


Suggestions for improving the outlook

assessments need to address pragmatics

materials writers need to pay more attention to pragmatics, include better representations, pressure writers for more authentic materials

administrators need to integrate pragmatics into the curriculum

in-service workshops to train classroom teachers about pragmatics

pragmatics should be seen as connected to grammar, not separate

explicit instruction more helpful that implicit instruction (raising metapragmatic awareness)

TESOL 2010


Suggestions for improving the outlook

find ways to introduce pragmatics into the existing curriculum

pragmatics needs to be recycled

should not be simply an “add-on” or an afterthought

TESOL 2010


where does pragmatics fit in today's language classroom?

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