This document discusses using technology to teach pragmatics remotely during COVID-19. It describes three types of digital learning spaces: structured, semi-structured, and unstructured. Structured spaces like websites provide systematic practice of speech acts through videos, explanations, exercises, and feedback. Games can also teach pragmatics in structured ways. Semi-structured spaces combine instruction with computer-mediated communication like video chat or messaging. Unstructured spaces involve natural learning through participation in online communities and interaction with native speakers in venues like online games and social media. Effective technology-enhanced pragmatics instruction involves direct instruction, practice through role-plays and video analysis, as well as strategy development.

1. DIGITAL PRAGMATICS
Eda Nur ÖZCAN

2. Digitally
Mediated
Remote
Learning of
Pragmatics –
Naoko
Taguchi
◦ During COVID-19, direct interactions are
restricted with social distancing in practice,
we can resort to technology to create those
opportunities remotely.
◦ There are three types of digital learning spaces:
◦ Structed
◦ Semi-structured
◦ Unstructured

3. Structured Digital Spaces
for Pragmatics Learning
◦In those websites,
learning is carefully
structured and navigated
through the use of
systematic, focused
activities on preplanned
pragmatic targets.

4. In such websites,
Learns can watch video recordings of a
target speech act.
They can explanations of the speech
act.
They can read cultural tips.
They can complete exercises with
preprogrammed feedback and
scaffolding.

5. Digital Games for
Pragmatics Learning
◦ Croquelandia is a synthetic
immersive environment (SIE)
designed for learning how to
make requests and apologize
in Spanish.
◦ No longer available.
◦ Developed by Julie Sykes

6. Mobile Applications for
Pragmatics Learning
◦ Game-based play teaches you to tolerate the ambiguity
needed for good language learning and rewards you for
time on task, accuracy, speed, and problem solving.
◦ Each topic gives you the language you need to carry out
a specific communicative task in Spanish.

7. A SCENARIO‐BASED
DIGITAL GAME
QUESTAURANT TO
TEACH CHINESE
FORMULAIC
EXPRESSIONS
(TANG & TAGUCHI,
2020)

8. The strengths of
websites and games
SYSTEMATIC
PRACTICE ON FOCAL
PRAGMATIC
FEATURES;
PROVIDE
OPPORTUNITIES FOR
INPUT, OUTPUT, AND
INTERACTION
OFFER
INDIVIDUALIZED
HELP THROUGH A
FEEDBACK LOOP.
MAKING LEARNING
OBJECTIVES CLEAR
DIRECT ASSESSMENT
OF LEARNED
KNOWLEDGE AND
SKILLS

9. SEMI-
STRUCTURED
DIGITAL SPACES
FOR PRAGMATICS
LEARNING
◦ Several studies created a hybrid environment
incorporating a structured, teacher‐centered
instruction, followed by computer‐mediated
communication (CMC) using tools such as tele-
conferencing (e.g., Skype), online chat, blogging,
and SMS
◦ L2 Chinese learners were paired with a native
Chinese speaker in China and interacted via Skype
over a semester, during which they received
instruction on how to use the sentence‐final
particle ne. Chat data revealed learners' frequent
and diversified use of ne while communicating
with their Chinese peer.
◦ Teachers can also raise learners' awareness of focal
pragmatic features (e.g., sentence‐final particle) by
teaching them in advance so learners can pay
attention to them during CMC.

10. UNSTRUCTUR
ED DIGITAL
SPACES FOR
PRAGMATICS
LEARNING
◦Pragmatics learning can
take place naturally “in
the wild” without
instructor presence while
learners participate in
authentic online
communities to achieve
real‐life goals.

11. UNSTRUCTUR
ED DIGITAL
SPACES FOR
PRAGMATICS
LEARNING
◦ Commercial games (e.g., World of Warcraft,
Final Fantasy X) provide learners with
opportunities to interact with a large number of
target language speakers.
◦ Another venue for authentic communication is a
social networking site (SNS) (e.g., Facebook,
Twitter, and Fan fiction).
◦ Learners can meet and interact with target
language speakers around the world while
developing a sense of community through
shared activities.
◦ There are some language learning websites, as
well.
◦ Speaky
◦ Languing
◦ HelloTalk
◦ Lingualia
◦ Italki
◦ Livemocha

12. Strategy
Instruction for
Pragmatics
◦ Warm-up: brainstorming different
ways to open and close a conversation
in different settings.
◦ Role-play:
◦ three scenarios involving different
participant relationships
◦ Students video-record their play-
performance
◦ Students watch videos and analyze
◦ Students watch video clips taken from TV
show
Discussion

13. TECHNOLOGY-
ENHANCED L2
INSTRUCTIONAL
PRAGMATICS
BLYTH & SKYLES

14. WHAT WOULDA TECHNOLOGY-ENHANCEDINSTRUCTIONALPRAGMATICS
LOOK LIKE?