Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
8. “I like to say that pragmatics is
the study of how-to-say-what-to-
whom-when, and that L2
pragmatics is the study of how
learners come to know how-to-
say-what-to-whom-when.”
Bardovi-Harlig, 2009
9.
10.
11. Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Pragmatics
speech acts
discourse organization
sociolinguistics
conversational structure
implicature
management
12.
13. Pragmatics deals with...
1 Using language for different purposes
2
Changing language according to
the needs of the situation
3 Following rules for conversations
2012 (Nov. 17). American Speech-Language-Hearing Association. Social Language
Use. http://www.asha.org/public/speech/development/pragmatics.htm
19. 2: Changing
language
It’s normal to talk
differently to
different people!
•Children & adults
•Sempai & kohai
•Friends & strangers
•Family & co-workers
30. 4 Parts of a good conversation
Part Purpose
1
Opening
Closing
Frames the interaction;
Start & end smoothly
2 Questions Open & Closed
3 Answers Various lengths
4 Pragmatics
Provides energy, facilitates
exchange of meaning
38. Different interpretations
of silence
Japan Western cultures
“I can’t answer you.” “I’m bored & don’t care.”
“Please ask someone
else.”
“I don’t like you.”
“I’m thinking.”
“I don’t respect your
authority.”
39. Golden Rule 1
Don’t remain silent for more
than a few seconds
(Say something quickly)
40. What would you say is your
favorite class at the moment?
Teacher:
I’m sorry, I don’t understand.Student:
Okay. What’s your favorite class now?Teacher:
Oh! It’s English, for sure!Student:
You don’t understand
anything the speaker says1
41. You need the speaker
to repeat what was said
So, Taro, wachagonnadothisweekend?Teacher:
Pardon?Student:
What are you going to do this weekend?Teacher:
Oh, I’m going out with some friends.Student:
2
42. You can’t Understand a
difficult word or phrase
How many electives are you taking
now?
Teacher:
Um… What does “electives” mean?Student:
It’s a course that you choose.Teacher:
I see. I’m taking three electives now.Student:
3
43. You don’t know how
to answer a question
What does your father do?Teacher:
Ah… How do you say “bengoshi” in English?Student:
Oh, it’s “lawyer.”Teacher:
Yes. He is a lawyer.Student:
4
52. Listen first, talk second
Do you play any sports?A:
B: Yes, I play soccer after school.
GR 2
Do you play any sports?A:
B: Yes, I play soccer after school.GR 3
Oh yeah? I used to play in HS.A:
(reaction) (+alpha comment)
(+ alpha)
62. Yes, I play soccer everyday after school. GR2
Really? I love soccer, too! I use to play a lot
in junior high school, but not any more. GR3
How do you say 「アルバイト」in English? GR1
Noticing
task
Can you find the Golden Rules?