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Chapter 13. A task-supported language approach to teaching L2 pragmatics

  • Júlia Barón
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L2 Pragmatics in Action
This chapter is in the book L2 Pragmatics in Action

Abstract

The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course. Three ‘podcast’ topic-related units were designed and incorporated into the classroom syllabus. First, students were introduced to the topic through input and metapragmatic explanations on ways of agreeing/disagreeing and showing interest that activated their schemata. Second, students were asked to work in pairs and create three podcasts. The findings show that the podcast tasks seemed to provide learners with a meaningful context so as to use the pragmatic strategies presented in the metapragmatic explanations, which were used consistently throughout the podcasts.

Abstract

The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course. Three ‘podcast’ topic-related units were designed and incorporated into the classroom syllabus. First, students were introduced to the topic through input and metapragmatic explanations on ways of agreeing/disagreeing and showing interest that activated their schemata. Second, students were asked to work in pairs and create three podcasts. The findings show that the podcast tasks seemed to provide learners with a meaningful context so as to use the pragmatic strategies presented in the metapragmatic explanations, which were used consistently throughout the podcasts.

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
https://doi.org/10.1075/lllt.58.13bar

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
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