Pragmatics

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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.

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