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Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers

  • Anh Ton-Nu ORCID logo EMAIL logo
Veröffentlicht/Copyright: 4. Januar 2024
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 63 Heft 3

Abstract

Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics.

Keywords: L2 pragmatics; EFL teaching; teacher training programs; teacher cognition; Vietnamese EFL context
Corresponding author: Anh Ton-Nu, School of Foreign Languages, University of Economics Ho Chi Minh City, 59C Nguyen Dinh Chieu St, 84, Ho Chi Minh City, District 3, Vietnam, E-mail:

Funding source: University of Economics Ho Chi Minh City (UEH), Vietnam

Award Identifier / Grant number: 2022-11-20-1254

Acknowledgments

This study was sponsored by a grant to the author.

  1. Research funding: This research is funded by University of Economics Ho Chi Minh City, Vietnam (UEH) (2022-11-20-1254).

Appendix 1: Pre-interview questionnaire

Instructions: Please take your time to complete this survey questionnaire, which can take you around 10–15 min to complete. Please be informed that this is not a test and there are no “right” or “wrong” answers. We are interested in your opinion. Your sincere answers will be of great value to us as they can ensure the accuracy of the data. The information provided by you will be confidentially secured and used only for the purposes of the workshop and (if you agree to let us use it) for the intended research. Thank you very much in advance for your co-operation and assistance.

PERSONAL INFORMATION

Your name: ………………………… Your high school: …………………………
( Notes : The name and the school are for administration purposes so that the participation of you and your school is recognized. The name is also for research purpose; therefore, if you agree to allow us to use your answers, please write the same name on all surveys that are given to you in this workshop. However, you can still use a pseudonym if you like, and please remember to use the same pseudonym in all of your completed surveys in this workshop.)

Please check the (✓) the relevant box and provide your answers to the asked questions:

  1. What is your gender?

    Male Female

  2. How long have you been teaching English to high school students?

    Less than 5 years 5–10 years
    More than 10–15 years More than 15 years

  3. What is the highest degree you have?

    Bachelor Master
    Master of Research/Master of Philosophy PhD

  4. Did you study for your degree(s) overseas or have you had any overseas English learning experience?

    Yes. Which country/countries? And how long?
    ……………………………………………………………………………………
    No.

  5. Did you study pragmatics as part of your degree(s)?

    No.
    Yes. If yes, what aspects of pragmatics did you study?
    ……………………………………………………………………………………

  6. Do you feel the need to learn about pragmatics? If yes, why? If no, why not?

…………………………………………………………………………………

THE QUESTIONNAIRE

These questions ask about your teaching of English to develop students’ pragmatic competence in the English language. By “pragmatic competence”, we are referring to students’ ability to comprehend and use English appropriately as a listener/reader and as a speaker/writer with regard to context, people, and level of formality and politeness. Please read the questions carefully and answer in as much detail as possible. You can write in either English or Vietnamese. For questions that you cannot answer at the moment, please write down N/A.

  1. What do you understand by pragmatics, the subject that focuses on the use of language in social settings? What does it mean? What does it include? ……………………………………………………………………………………… …………………………………………………

  2. Do you teach English pragmatic knowledge to your students? (In other words, do you teach your students how to use English appropriately to different people in different communicative situations?) If yes, what kinds of pragmatic knowledge do you teach? If no, please state the reasons for your answer.……………………………………………………………………………………… …………………………………………………

  3. How well do the textbooks and the available teaching materials at your school help you in teaching pragmatics? ……………………………………………………………………………………… …………………………………………………

  4. What kinds of pragmatic knowledge do you think will be important in EFL contexts? In other words, what areas of pragmatic knowledge seem most important for EFL learners? ……………………………………………………………………………………… …………………………………………………

-THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION-

Appendix 2: Semi-structured interview protocol

  1. Teachers’ reflections on their teacher training programs regarding L2 pragmatics teaching.

    1. Before attending the workshop, what do you know about L2 pragmatics and its teaching?

    2. Could you reflect on your teacher training programs at both undergraduate and postgraduate levels? What were the most important and memorable issues that you learned?

  2. Teachers’ perceptions of L2 pragmatics teaching after the workshop.

    1. Through the workshop, you have obtained some knowledge about L2 pragmatics and its teaching. Could you try evaluating your strengths and weaknesses regarding your L2 pragmatics teaching abilities?

    2. Regarding your teaching practices, could you tell me about the L2 pragmatics-related aspects that you include in your classrooms?

    3. Do you think that L2 pragmatics can be included in your English class? Why or why not?

    4. What do you think you can do to integrate L2 pragmatics into your English lessons?

    5. Could you think of some activities to raise your students’ awareness of the importance of pragmatics in the overall communicative competence and to teach L2 pragmatics in your classes?

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Received: 2023-07-23
Accepted: 2023-12-01
Published Online: 2024-01-04
Published in Print: 2025-09-25

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
https://doi.org/10.1515/iral-2023-0172
Schlagwörter für diesen Artikel
L2 pragmatics; EFL teaching; teacher training programs; teacher cognition; Vietnamese EFL context

Artikel in diesem Heft

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
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