Teaching the Pragmatics of English as an International Language: A Focus on Pragmatic Markers

Autor/inn/en	Sánchez-Hernández, Ariadna; Martínez-Flor, Alicia
Titel	Teaching the Pragmatics of English as an International Language: A Focus on Pragmatic Markers
Quelle	In: Language Teaching Research, 26 (2022) 2, S.256-278 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sánchez-Hernández, Ariadna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/13621688211064933
Schlagwörter	Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Language Role; Oral Language; Metalinguistics; Teaching Methods; Learning Processes; Cultural Differences; Language Variation; Intervention; Comparative Analysis; Task Analysis; Learning Strategies; Public Speaking; Foreign Countries; Undergraduate Students; Spain + Suchen Sie Ihr Suchwort? Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kultureller Unterschied; Sprachenvielfalt; Aufgabenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vortrag; Ausland; Spanien
Abstract	The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional (n = 34) and a control group (n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students' use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01