Book contents
- Pragmatics in English Language Learning
- Pragmatics in English Language Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgements
- Introduction
- 1 Second Language Pragmatics
- Part I Pragmatics in Action
- Part II Instructed Pragmatics
- 6 Interlanguage Pragmatic Development in a German EFL Secondary School Context
- 7 ‘Learning to Say “No” in Different Ways’
- 8 Using Self-Access Materials to Learn Pragmatics in the US Academic Setting
- Conclusion
- Index
- References
8 - Using Self-Access Materials to Learn Pragmatics in the US Academic Setting
What Do Indonesian EFL Learners Pick Up?
from Part II - Instructed Pragmatics
Published online by Cambridge University Press: 29 September 2022
Book contents
- Pragmatics in English Language Learning
- Pragmatics in English Language Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgements
- Introduction
- 1 Second Language Pragmatics
- Part I Pragmatics in Action
- Part II Instructed Pragmatics
- 6 Interlanguage Pragmatic Development in a German EFL Secondary School Context
- 7 ‘Learning to Say “No” in Different Ways’
- 8 Using Self-Access Materials to Learn Pragmatics in the US Academic Setting
- Conclusion
- Index
- References
Summary
Learners of English as a foreign language (EFL) typically do not have enough opportunities to develop their pragmatic competence, as their language learning activities often rely on textbooks (Kim & Hall, 2002) which are inadequate sources of pragmatic input (Ren & Han, 2016; Vellenga, 2004). Therefore, when EFL students become international students in an English-speaking country, they are likely to face communication struggles. This study explores the use of self-access materials including self-paced instructional videos, tasks, and reflection activities about requests in spoken and email communication within the US academic setting. Analysis of twenty-one Indonesian EFL learners’ responses to the tasks, self-evaluation, and questionnaires showed more varied formulation of request strategies, a shift towards using more hearer-oriented strategies, and raised awareness of contextual details (e.g., degree of imposition, power relationship, social distance). Findings suggest that learners can benefit from learning the pragmatics of US academic settings with the aid of self-access language learning materials.
Keywords
- Type
- Chapter
- Information
- Pragmatics in English Language Learning , pp. 200 - 227Publisher: Cambridge University PressPrint publication year: 2022
References
Biesenbach-Lucas, S. (2007). Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning & Technology, 11(2), 59–81.Google Scholar
Blum-Kulka, S., House, J., & Kasper, G. (1989). The CCSARP coding manual. In Blum-Kulka, S., House, J., & Kasper, G. (eds.), Cross-Cultural Pragmatics: Requests and Apologies. Norwood, NJ: Ablex, pp. 273–294.Google Scholar
Bou-Franch, P. (2013) EFL email writing: A focus on pragmatic transfer. In Estevez, N. & Clavel, B. (eds.), La Adquisición de una Segunda Lengua en el Nuevo Espacio Europeo de Educación Superior. Valencia: Universitat de València, pp. 39–55.Google Scholar
Cunningham, D. J. (2017). Methodological innovation for the study of request production in telecollaboration. Language Learning & Technology, 21(1), 75–98.Google Scholar
Economidou-Kogetsidis, M. (2011). ‘Please answer me as soon as possible’: Pragmatic failure in non-native speakers’ e-mail requests to faculty. Journal of Pragmatics, 43(13), 3193–3215.Google Scholar
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 199–208.Google Scholar
Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86(3), 332–348.CrossRefGoogle Scholar
Koike, D. A., & Palmiere, D. T. (2011). First and second language pragmatics in third language oral and written modalities. Foreign Language Annals, 44(1), 80–104.CrossRefGoogle Scholar
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294–301.CrossRefGoogle Scholar
Meihami, H., & Khanlarzadeh, M. (2015). Pragmatic content in global and local ELT textbooks: A micro analysis study. SAGE Open, 5(4), 1–10.Google Scholar
Muhammad, A. A. (2017). Creation and Evaluation of Multimedia Materials to Promote Development of Current and Prospective International Students’ Pragmatic Competence in Academic Settings. Unpublished master’s thesis, Iowa State University.Google Scholar
Muhammad, A. A. (2018). The Representation of Pragmatic Input in English Language Textbooks Used in Indonesian High Schools. 4th International Conference of the American Pragmatics Association. University at Albany, SUNY.Google Scholar
Nguyen, M. (2019). Data collection methods in L2 pragmatics research. In Taguchi, N. (ed.), The Routledge Handbook of Second Language Acquisition and Pragmatics. New York: Routledge, pp. 195–211.Google Scholar
Ren, W., & Han, Z. (2016). The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal, 70(4), 424–434.CrossRefGoogle Scholar
Rose, K. R., & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In Rose, K. R. & Kasper, G. (eds.), Pragmatics in Language Teaching. New York: Cambridge University Press, pp. 145–170.Google Scholar
Skovholt, K., & Svennevig, J. (2006). Email copies in workplace interaction. Journal of Computer-Mediated Communication, 12(1), 42–65.Google Scholar
Suryani, A. (2007). Exploring new media usage among Indonesian students in Australian universities. 2007 ISANA International Conference ‘Student success in international education’. Stamford Grand, Glenelg, Adelaide, Australia, ISANA. https://users.monash.edu/~hwatt/students/A%20Suryani_ISANA%20Conference_2007.pdf.Google Scholar
Sykes, J. M., & Cohen, A. (2006). Dancing with Words: Strategies for Learning Pragmatics in Spanish. www.carla.umn.edu/speechacts/sp_pragmatics/home.html.Google Scholar
Taguchi, N. (2009). Pragmatic competence in Japanese as a second language: An introduction. In Taguchi, N. (ed.), Pragmatic Competence. Berlin and New York: Mouton De Gruyter, pp. 1–18.CrossRefGoogle Scholar
Timpe-Laughlin, V., Wain, J., & Schmidgall, J. (2015). Defining and operationalizing the construct of pragmatic competence: Review and recommendations. ETS Research Report Series, 15.06. Princeton, NJ: ETS.Google Scholar
Trosborg, A. (1995). Interlanguage Pragmatics: Requests, Complaints, and Apologies. Berlin and New York: Mouton De Gruyter.Google Scholar
Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ, 8(2), 1–18.Google Scholar