Colloquium Organizer: Lynn Goldstein
Developing Materials for Teaching Pragmatics: From Research to Practice
Yumiko Tateyama, University of Hawaii
While research on pragmatics teaching and learning in the second and foreign language classroom has increased over the past two decades, effective instructional materials that teachers can easily implement are still few, particularly when the target language is something other than English. This paper examines materials development for teaching pragmatics in the classroom and effects of instruction on learners' pragmatic competence when explicit instruction is provided based on teacher/researcher-developed materials. Examples will be provided from Japanese pragmatics instruction, and implications for teacher training will be discussed.
Applications of Corpus Approaches to the Development of Pragmatic Competence in Foreign Languages
Edie Furniss, University of Houston
Corpus approaches to applied linguistics research have greatly expanded our understanding of language use and acquisition, as they facilitate the analysis of large quantities of usage data. In recent years, increased access to sophisticated corpus tools and corpora in a variety of languages has enabled more robust research on the nature of pragmatic competence and acquisition in both expert users and learners. This presentation addresses the applications of corpus approaches to the development of pragmatic competence in foreign languages, including discussion of best practices, innovative methodologies, and future directions.
Language Awareness and Concept-based Instruction in Study Abroad Contexts
Celeste Kinginger, The Pennsylvania State University
Research clearly demonstrates that study abroad can have a significant impact on learners’ pragmatic performance abilities, but relatively little effort has been devoted to investigating how learners can better comprehend the pragmatic dimensions of language use. This presentation will review the history, development, and potential of concept-based approaches to the teaching of pragmatics in study abroad, focusing on awareness of register and variable features of French. In this case, explicit teaching of relevant concepts, such as identity, indexicality, and speaker intention, helps students to understand the role of linguistic choices as they simultaneously reflect and create social contexts.
Did I Say That? Developing Pragmatic Competence through Telecollaboration and Focused Instruction
Joe Cunningham, Georgetown University
Telecollaboration involves the grouping of geographically distant parties using Internet-mediated communication technologies for language and culture learning purposes. When paired with focused instruction, this pedagogical context can greatly facilitate the development of pragmatic competence in second language learners. This talk will discuss the role of telecollaboration and focused instruction in developing pragmatic competence, focusing on insights gained from both research and practice. Particular emphasis will be placed on the roles of learners as agents and teachers as facilitators in telecollaborative exchange.
Discussant: Kathleen Bardovi-Harlig, Indiana University