AN AWARENESS-RAISING APPROACH TO TEACHING SMALL TALK IN AN EFL CLASSROOM
DOI:
https://doi.org/10.20319/pijtel.2020.41.0111Keywords:
Pragmatic Awareness, Conversation Analysis, EFLAbstract
This study investigates the effects of pragmatic awareness-raising activities in foreign language settings. Drawing on conversation analysis, we explore the pedagogical possibility of using small talk video clips as sources for an awareness-raising activity in an EFL classroom. An instruction procedure is introduced to teach small talk, particularly conversation starter and topic management. 45 Chinese college students’ role play performances were examined. The analyses show that using authentic instructional materials has a positive effect on teaching and learning pragmatic aspects of the target language. Through the pragmatic awareness-raising activities, learners may become aware of the underlying sociopragmatic norms and thus produce the relevant interactional sequence structures in English
References
Abrams, Z. I. (2014). Using film to provide a context for teaching L2 pragmatics. System, 46, 55_64. https://doi.org/10.1016/j.system.2014.06.005
Bardovi-Harlig, K. (2015). Operationalizing conversation in studies of instructional effect in L2 pragmatics. System, 48, 21-34. https://doi.org/10.1016/j.system.2014.09.002
Barraja-Rohan, A. M. (1997). Teaching conversation and sociocultural norms with conversation analysis. Australian Review of Applied Linguistics, series S(14), 71-88. https://doi.org/10.1075/aralss.14.04bar
Button, G. and J.R. Lee. (eds) (1987) Talk and social organisation. Clevedon, Multilingual Matters.
Cheng, Tsui-Ping. (2016). Authentic L2 interactions as material for a pragmatic awareness-raising activity. Language Awareness(3),159–178 https://doi.org/10.1080/09658416.2016.1154568
Cruz, P, M. (2013). An integrative proposal to teach the pragmatics of phatic communion in ESL classes. Intercultural Pragmatics, 10(1), 131---160. https://doi.org/10.1515/ip-2013-0005
Eisenchlas, S.A. (2011). On-line interactions as a resource to raise pragmatic awareness. Journal of Pragmatics, 43(1), 0-61. https://doi.org/10.1016/j.pragma.2010.08.013
Garcia, P. (2004). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness, 13(2), 96-115. https://doi.org/10.1080/09658410408667089
Huth, T. , & Taleghani-Nikazm, C. . (2006). How can insights from conversation analysis be directly applied to teaching l2 pragmatics? Language Teaching Research, 10(1), 53-79. https://doi.org/10.1191/1362168806lr184oa
Jeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In J. M. Norris, & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp.165-211). Amsterdam: Benjamins. https://doi.org/10.1075/lllt.13.10jeo
Liddicoat,A.,& Crozet,C. (2001). Acquiring French interactional norms through instruction. In K. Rose, & G. Kasper (Eds), Pragmatics in Language Teaching. (pp.125-144). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139524797.012
Malinowski, B. (1923). The problem of meaning in primitive languages. In C. K. Ogden & I. A. Richards (Eds.), The meaning of meaning (pp. 296-336). New York: Harcourt Brace and World.
Pavlidou, T. S. (1994). Contrasting German-Greek politeness and the consequences Journal of Pragmatics, 21(5), 487-511. https://doi.org/10.1016/0378-2166(94)90026-4
Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385–399. https://doi.org/10.1016/j.system.2005.06.003
Schegloff, A. E. & Sacks, H. (1973). Opening up closings. Semiotica, 8, 289-327. https://doi.org/10.1515/semi.1973.8.4.289
Schmidt, R. W. (1993). Awareness in second language acquisition. Annual Review of Applied Linguistics, 13, 206-226. https://doi.org/10.1017/S0267190500002476
Schmidt. R. W. (2001). Attention. In P. Robinson (Ed.), Cognitive and second language instruction. Cambridge: Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 PUPIL: International Journal of Teaching, Education and Learning
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
