Integrating Pragmatics Instruction in a Content-Based Classroom

Autor/in	Krulatz, Anna
Titel	Integrating Pragmatics Instruction in a Content-Based Classroom
Quelle	In: ORTESOL Journal, 31 (2014), S.19-25 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-401X
Schlagwörter	Second Language Learning; Second Language Instruction; Pragmatics; Teaching Methods; Course Content; Language of Instruction; Speech Acts; Interlanguage; Language Research; Native Speakers; Intercultural Communication; Interpersonal Competence; Sociolinguistics; Teacher Education Programs; English (Second Language); Language Teachers; Preservice Teachers; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Teaching language; Unterrichtssprache; Sprechakt; Zielsprache; Sprachforschung; Muttersprachler; Interkulturelle Kommunikation; Interpersonale Kompetenz; Soziolinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Norwegen
Abstract	The issue of teaching pragmatics in foreign and second language classrooms has received a lot of attention in the recent years. Its origins can be dated back to the Cross-Cultural Speech Act Realization Project (CCSRAP) led by Blum-Kulka, House and Kasper (1989) and the research on interlanguage speech acts that followed (for a comprehensive review, see Kasper & Rose, 2002). Findings from second language acquisition (SLA) research, including a range of languages and second language learner backgrounds, suggest discrepancies between native and non-native language use in the areas of speech acts (e.g. requests and apologies), discourse organization, formal and intimate forms of address, turn-taking, and conversational implicature. In other words, non-native sociolinguistic competence, defined by Celce-Murcia, Dornyei and Thurrell (1995) as "the speaker's knowledge of how to express messages appropriately within the overall social and cultural context of communication, in accordance with pragmatic factors related to variation in language use" (p. 23), seems to vary from native-like sociolinguistic competence in significant ways. In this article, the author discusses how pragmatics can be integrated into language instruction and also presents her experience teaching a college level Second Language Acquisition and Teaching Methods class using the Content Based Instruction (CBI) principles. (ERIC).
Anmerkungen	Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04