Chapter 10. Skill acquisition based approach to teaching L2 pragmatics
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Thi Thuy Minh Nguyen
Abstract
Skill Acquisition Theory describes second language (L2) learning as a gradual transition from effortful use to more automatic use of L2 knowledge, as a result of deliberate and systematic practice. In this chapter, we address the skill-acquisition based approach to teaching L2 pragmatics by first presenting the theory and its constructs of declarative knowledge, proceduralisation and automatisation and reviewing existing instructional L2 pragmatics research that lends support to the theory. We then illustrate how the theory can be applied to design L2 pragmatic instruction by reporting an empirical study into the role of feedback and revision in teaching emails of complaints. Based on the discussion of the findings, we end by drawing implications for pragmatics pedagogy and recommend topics for further research.
Abstract
Skill Acquisition Theory describes second language (L2) learning as a gradual transition from effortful use to more automatic use of L2 knowledge, as a result of deliberate and systematic practice. In this chapter, we address the skill-acquisition based approach to teaching L2 pragmatics by first presenting the theory and its constructs of declarative knowledge, proceduralisation and automatisation and reviewing existing instructional L2 pragmatics research that lends support to the theory. We then illustrate how the theory can be applied to design L2 pragmatic instruction by reporting an empirical study into the role of feedback and revision in teaching emails of complaints. Based on the discussion of the findings, we end by drawing implications for pragmatics pedagogy and recommend topics for further research.
Kapitel in diesem Buch
- Prelim pages i
- Dedication v
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
- Foreword xvii
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Introduction
- Chapter 1. L2 pragmatics in action 3
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Part I. Teachers
- Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
- Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
- Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
- Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
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Part II. Learners
- Chapter 6. Proficiency effects on L2 pragmatics 145
- Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
- Chapter 8. Task motivation effects on L2 pragmatics 191
- Chapter 9. Language attitude effects on L2 pragmatics 215
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Part III. Teaching-learning in action
- Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
- Chapter 11. Usage-based approach to teaching L2 pragmatics 267
- Chapter 12. A concept-based approach to teaching L2 pragmatics 293
- Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
- Index 341
Kapitel in diesem Buch
- Prelim pages i
- Dedication v
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
- Foreword xvii
-
Introduction
- Chapter 1. L2 pragmatics in action 3
-
Part I. Teachers
- Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
- Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
- Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
- Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
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Part II. Learners
- Chapter 6. Proficiency effects on L2 pragmatics 145
- Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
- Chapter 8. Task motivation effects on L2 pragmatics 191
- Chapter 9. Language attitude effects on L2 pragmatics 215
-
Part III. Teaching-learning in action
- Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
- Chapter 11. Usage-based approach to teaching L2 pragmatics 267
- Chapter 12. A concept-based approach to teaching L2 pragmatics 293
- Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
- Index 341
