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Pragmatic Competence In The Classroom

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2.1 Introduction
Some researchers believe, instruction in pragmatic skills and knowledge needs to be carried out formally, as part of the regular content in L2/ FL curricula. Although there exist proposals for instruction in different aspects of pragmatic competence, few have been examined in action, as they are implemented in classrooms with the purpose of determining how effective they are for the actual learning of the targeted feature. In consequence, it is necessary to conduct research exploring the effects of instruction in pragmatic aspects.
Chapter two will talk about the theoretical claims for the communication and interaction, its application in the EFL and particularly classroom contexts. This chapter will also talk about the pragmatic competence, pragmatic instruction in the classroom and speech acts. Finally the experimental perspectives about the pragmatic competence and usage of apology as a pragmatic competence in the literature also will be discussed. 2.2 Theoretical Background The theoretical background of this study is divided into some sections which will be discussed in details. First of all, the importance of Communication and interaction in Classroom Context and its sub sections will be reviewed. Then, definitions of cooperative learning and its underlying theories will be …show more content…

We cannot consider a bunch of students working at the same table and free to talk as cooperating with each other since their work is not structured and there is no positive interdependence. "Cooperative learning differs from group work in that assignments are carefully prepared, planned, and monitored in cooperative learning groups" (Lee, 1997 as cited in Cooper & Slavin, 2004, p. 59). Cooperative learning is highly structured and it is what distinguishes it from traditional group

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