Advantages And Disadvantages Of Teaching Pragmatics
As communicative competence models (Bachman, 1990; Bachman & Palmer, 1996; Canale & Swain, 1980) emerged in the world of second language learning and teaching, a major shift was made from simply acquisition of the grammatical forms to the mastery of social and functional use of these forms too. Since then, pragmatic competence, as the ability to use language and understand the meanings in social interactions, has become a major part of second language proficiency. For example, learners should know what structures and words they may use due to refusing an invitation. Also they should be able to realize whether such refusal expressions are appropriate and acceptable within a specific context in the second language culture, and if so, what they …show more content…
Generally, the teaching of pragmatic competence has gained more attention as pragmatics in the communicative competence models has been recognized explicitly. This recognition can be observed in publications appeared on this issue since 2000 (Rose & Kasper, 2001; Yoshimi &Wang, 2007; Taguchi, 2009). What all these works want to say is that teaching pragmatics is really effective and advantageous in increasing pragmatics knowledge. Later, the field of second language pragmatics evolved around the issue of efficacy: What methods of instruction could best improve the learning of pragmatics? This question was regarded by some studies that compared the effects of specific instructional methods over others (Roever, 2009; Kasper, 2001). However, these few studies that had addressed the relative effectiveness of different teaching approaches in pragmatics led to inconclusive results, and they were limited in some …show more content…
Therefore, in order to understand the relative effectiveness of different types of instructions, further research is certainly needed (Ellis, 2008; Jeon & Kaya, 2006). Accordingly, Takahasi (2010) believes that inconclusive results in pragmatic teaching studies refer to the learning achievements of the learners in immediate posttests but their disappearance in delayed posttests after some time intervals such as three month to one year. Considering this gap in the literature, this study would examine the effects of instructional methods in both short and long term through immediate and delayed post-tests.
In addition, Takahashi (2010) and Jeon and Kaya (2006) believe that level of proficiency is an important factor that should be regarded or controlled in instructional pragmatics study. Moreover, types of assessment measures and instruments are of great significance (Takahashi, 2010). In spite of the fact that using different forms of assessments have been proposed, there is no special study regarding this issue. The present study tries to tackle these problems, and would apply different assessment measures such as discourse completion tests (DCT), role play, questionnaire, and
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