second language acquisition
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Melinda Edwards and Kata Csizér
H
U N G A R Y
Developing
Pragmatic
Competence in the
Classroom
EFL
R
ESEARCH INTO PRAGMATIC COMPETENCE HAS REPEATEDLY PROVEN THAT EVEN
proficient speakers of English often lack necessary pragmatic competence; that is, they are not aware of the social, cultural, and discourse conventions that have to be followed in various situations (Bardovi-Harlig 1999). Research has also been done on the disparity between grammatical and pragmatic competence. However, relatively less attention has been paid to how classroom-based instruction can contribute to the pragmatic development of foreign language learners. This article presents the activities of a four-week program aimed at developing students’ pragmatic competence by focusing on two speech acts, openings and closings.
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2 0 0 4
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N G L I S H
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E A C H I N G
F
O R U M
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The role of pragmatic competence
Communicative language pedagogy and research into communicative competence have shown that language learning exceeds the limits of memorizing vocabulary items and grammar rules (Canale 1983). Pragmatic competence, although sometimes in disguise, has been a part of the models describing communicative competence. We have defined pragmatic competence as the knowledge of social, cultural, and discourse conventions that have to be followed in various situations
(Edwards and Csizér 2001).
Pragmatic competence is not a piece of knowledge additional to the learners’ existing grammatical knowledge, but is an organic part of the learners’ communicative competence
(Kasper 1997). Bardovi-Harlig, Hartford,
Mahan-Taylor, Morgan, and Reynolds (1996) highlight the importance of pragmatic competence and point out the consequences of lacking this competence:
Speakers who do not use pragmatically
6/23/04
11:21 AM
Page 16
Melinda Edwards and Kata Csizér
H
U N G A R Y
Developing
Pragmatic
Competence in the
Classroom
EFL
R
ESEARCH INTO PRAGMATIC COMPETENCE HAS REPEATEDLY PROVEN THAT EVEN
proficient speakers of English often lack necessary pragmatic competence; that is, they are not aware of the social, cultural, and discourse conventions that have to be followed in various situations (Bardovi-Harlig 1999). Research has also been done on the disparity between grammatical and pragmatic competence. However, relatively less attention has been paid to how classroom-based instruction can contribute to the pragmatic development of foreign language learners. This article presents the activities of a four-week program aimed at developing students’ pragmatic competence by focusing on two speech acts, openings and closings.
16
J
U L Y
2 0 0 4
E
N G L I S H
T
E A C H I N G
F
O R U M
04-0219 ETF_16_21a
6/23/04
11:21 AM
Page 17
The role of pragmatic competence
Communicative language pedagogy and research into communicative competence have shown that language learning exceeds the limits of memorizing vocabulary items and grammar rules (Canale 1983). Pragmatic competence, although sometimes in disguise, has been a part of the models describing communicative competence. We have defined pragmatic competence as the knowledge of social, cultural, and discourse conventions that have to be followed in various situations
(Edwards and Csizér 2001).
Pragmatic competence is not a piece of knowledge additional to the learners’ existing grammatical knowledge, but is an organic part of the learners’ communicative competence
(Kasper 1997). Bardovi-Harlig, Hartford,
Mahan-Taylor, Morgan, and Reynolds (1996) highlight the importance of pragmatic competence and point out the consequences of lacking this competence:
Speakers who do not use pragmatically
References: Bardovi-Harlig, K. 1999. Exploring the interlanguage of interlanguage pragmatics. Language Learning 49 (4): 677–713. Bardovi-Harlig, K., B. S. Hartford, R. Mahan-Taylor, M. J. Morgan and D. W. Reynolds. 1996. Boxer, D. and L. Pickering. 1995. Problems in the presentation of speech acts in ELT materials: the Canale, M. 1983. From communicative competence to communicative language pedagogy. In Language and Communication, ed Dörnyei, Z. and S. Thurrell. 1992. Conversation and Dialogues in Action Edwards, M. 2003. How Are You, Auntie Elizabeth? In Teaching pragmatics, ed. K. BardoviHarlig and R. Mahan-Taylor. Washington, DC: U.S Edwards, M. and K. Csizér. 2001. Opening and closing the conversation–how coursebook dialogues can be implemented in the classroom. Hartford, B. S. and K. Bardovi-Harlig. 1992. Closing the conversation: evidence from the academic advising session. Discourse Processes, 15: 93–116. Jones, L. 1981. Functions of English: A course for upper-intermediate and more advanced students. Kasper, G. 1997. Can pragmatic competence be taught? (NetWork #6) Honolulu: University of Schegloff, E. A. and H. Sacks. 1973. Opening up closings