15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics
-
Rafael M. Salaberry
Abstract
In this chapter, I propose to integrate the significant work on concrete pedagogical/assessment applications in L2 pragmatics developed under the guidance of a rationalist approach to pragmatics (focused on individual perspectives) with central tenets of a discursive approach (focused on distributed cognition). The pedagogical integration of options is predicated on the theoretical distinction between two sub-constructs that make up the definition of interactional competence: the local and variable co-construction of knowledge during actual interactions versus the generalizable and stable discourse competence participants rely on to engage in social actions. I will argue that the pedagogical approach developed on the basis of the concept of rationalist pragmatics over several decades is eminently useful to develop at least one of the elements of a componential pedagogical infrastructure necessary to develop L2 interactional competence.
Abstract
In this chapter, I propose to integrate the significant work on concrete pedagogical/assessment applications in L2 pragmatics developed under the guidance of a rationalist approach to pragmatics (focused on individual perspectives) with central tenets of a discursive approach (focused on distributed cognition). The pedagogical integration of options is predicated on the theoretical distinction between two sub-constructs that make up the definition of interactional competence: the local and variable co-construction of knowledge during actual interactions versus the generalizable and stable discourse competence participants rely on to engage in social actions. I will argue that the pedagogical approach developed on the basis of the concept of rationalist pragmatics over several decades is eminently useful to develop at least one of the elements of a componential pedagogical infrastructure necessary to develop L2 interactional competence.
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
-
Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
-
Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
