Pragmatics in English Language Learning

• Autores: Peter Grundy
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 77, Nº 4, 2023, págs. 522-526
• Idioma: inglés
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• Resumen

  • It is a truth universally acknowledged that an intelligent reader in possession of an edited collection of papers must have a real treasure chest in hand. However little known the feelings or views of such a reader may be on their first turning the pages of such a volume, this truth is so well fixed in the mind of the writer of the foreword that the reader’s approbation is considered as the rightful property of some or all of the contributors.

    Despite the foregoing and despite its title, there’s probably more that’s directly useful in Pragmatics in English Language Learning to researchers in applied pragmatics than to English language teachers, teacher trainers and materials writers. Nevertheless, the contributions in this collection raise many important issues about the relationship of pragmatics and L2 learning and teaching, so pieces of eight for all of us.

    The book opens with a brief introduction (well, there’s a foreword that I’ll come back to later) in which the editors define pragmatic competence as ‘making socially appropriate linguistic choices’ (p. 1) and closes with a brief conclusion in which they call for ‘more systematic approaches to pragmatics instruction’ (p. 229). In the first chapter, Naoko Taguchi charts the development of L2 pragmatics from its beginning in the 1980s to the present day. This is followed by four chapters that study the longitudinal development of pragmalinguistic knowledge in educational contexts, grouped together under the title ‘Pragmatics in Action’, and three further chapters under the title ‘Instructed L2 Pragmatics’, which investigate classroom learning in experimental situations.