Teaching Pragmatics

Authored by: Helen Basturkmen , Thi Thuy Minh Nguyen

The Routledge Handbook of Pragmatics

Print publication date:  January  2017
Online publication date:  January  2017

Print ISBN: 9780415531412
eBook ISBN: 9781315668925
Adobe ISBN:

10.4324/9781315668925-40

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Abstract

Over the past thirty years, pragmatics has increasingly become accepted as an important strand of the language teaching curriculum. From the 1970s onwards, it became well understood in the field of second language (SL) and foreign language (FL) teaching that learning a language involves considerably more than the learning of grammar and vocabulary. Not only did language learners need to learn how to formulate grammatically correct and intelligible sentences using appropriate lexical choices, but they also needed to learn how to speak appropriately in particular situations, to express their intentions and to understand those of others in these situations (Taguchi 2013). Conventionally speech acts have been the main focus of interest in pragmatics in the field of language teaching. Speech acts have thus been the goal of most second language (L2) pragmatics-focused teaching (Taguchi 2013) and the focus of most investigation into the learning of L2 pragmatics (Roever 2010; Félix-Brasdefer 2013). Additional areas of interest in pragmatics in the field of language teaching have included politeness (with and without relation to specific speech acts), implicature and pragmatic routines (Roever 2010).

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