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Eva Alcón, University of Jaume I, Spain
Saturday, April 24, 2014
Pragmatic Instruction: Insights from the Classroom and Beyond
An increasing number of studies in the area of interlanguage pragmatics have focused on the effect of instruction on pragmatic learning. Following this line of research, I will start addressing the question of whether the English as a foreign language (EFL) classroom provides the theoretical conditions for pragmatic learning. I will focus on three aspects: a) the opportunities for developing pragmatic ability in EFL classrooms; b) whether or not pragmatic ability develops in classroom settings without instruction; c) and the effect of various instructional approaches. Then, I will refer to the research conducted by the LAELA research on the role of pragmatic learning in instructional settings to evaluate to what the extent pragmatic learning is constrained by the nature of intervention, learners’ individual variables, or the learning context. Empirical evidence will be used to suggest a more ecologically-oriented approach to analyze whether sociocultural behaviors and conventions of language used, previously taught in the classroom, are applied in real life interaction. This approach allows us to explore how gains from instruction are shaped when the target language is used in authentic communicative contexts. Finally, by moving from the classroom to the real world, I encourage language teachers to consider opportunities and challenges involved in new language learning environments.
Kathleen Bardovi-Harlig, Indiana University, USA
Friday, April 25, 2014
How Formulaic is Pragmatics?
Interest in formulaic language in pragmatics has increased in the last 10 years. Formulaic language, and in particular, conventional expressions, are one type of pragmalinguistic resource. In this talk, I explore what it means for a string to be a formula in the context of pragmatics (for both native and second language use) and how native speaker use might influence the use of L2 speakers. I will consider the learning challenges from the perspectives of input, sociopragmatics, and pragmalinguistic (and grammatical) development.