Where does Pragmatics Fit in Today's Language Classroom?

1. TESOL
2010
Where does pragmatics fit in
today’s language classroom?
Scott Phillabaum, San Jose State University
Cindy Chiang, San Jose State University
Jin Kim, San Jose State University
Inga Gonzalez, San Jose State University

2. TESOL 2010
The importance of pragmatics
pragmatics 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)
Phillabaum, Chiang, Kim, & Gonzalez

3. TESOL 2010 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).
Phillabaum, Chiang, Kim, & Gonzalez

4. TESOL 2010 A rationale for teaching
L2 pragmatics
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)
Phillabaum, Chiang, Kim, & Gonzalez

5. TESOL 2010 A rationale for teaching
L2 pragmatics
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
Phillabaum, Chiang, Kim, & Gonzalez

6. TESOL 2010 The place of pragmatics in training
and 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
Phillabaum, Chiang, Kim, & Gonzalez

7. TESOL 2010 The place of pragmatics in training
and 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
Phillabaum, Chiang, Kim, & Gonzalez

8. TESOL 2010
Cindy Chiang
Peer Teaching in the MA TESOL Practicum
Practice Teaching at an Adult School
One-on-one Tutoring
Phillabaum, Chiang, Kim, & Gonzalez

9. TESOL 2010
Jin Kim
Peer Teaching in the MA TESOL Practicum
Practice Teaching at an Adult School
Volunteer Teaching
Phillabaum, Chiang, Kim, & Gonzalez

10. TESOL 2010
Inga Gonzalez
Teaching at an Adult School
Teaching at an Intensive English School
Teaching ESL in Work Environments
Discussions with colleagues in MA TESOL program
Phillabaum, Chiang, Kim, & Gonzalez

11. TESOL 2010
Common Threads
Lack 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
Phillabaum, Chiang, Kim, & Gonzalez

12. TESOL 2010
Common Threads
some 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
Phillabaum, Chiang, Kim, & Gonzalez

13. 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)
Phillabaum, Chiang, Kim, & Gonzalez

14. 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
Phillabaum, Chiang, Kim, & Gonzalez