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The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing

100%
Cohen A. D.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
561-585
EN
The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.
2
Publication available in full text mode
Content available

The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing

100%
Cohen A. D.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
561-585
EN
The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.
3
Content available remote

Formas nominales y pronominales de tratamiento: perspectivas de estudios contrastivos en el ámbito sociopragmático

100%
Baran M.
Studia Iberystyczne
|
2012
|
vol. 11
27-56
EN
The subject of the article is a contrastive analysis of pronominal and nominal forms of address in Polish and Spanish. In the case of the first class of addressative forms, the author focuses his attention on functional differences that are conditioned, among other things, by a slightly different sociopragmatic conceptualization of proximity and distance in both languages (hence, the symmetry of T/T relation dominant in Spanish is juxtaposed with the formal V/V symmetry typical of Polish). As far as nominal addressative forms are concerned, the updating of professional and academic titles characteristic of the Polish-speaking community is emphasized; the Spanish nominal addressative system is, in its turn, characterized as having the hallmarks of exclamatory-appealing style.
4

The Role of Gender in Verbal Disagreement: A Study of Disagreement Strategies Employed by Hungarian Undergraduate Students

88%
Koczogh H. V.
Gender Studies
|
2012
|
vol. 11
|
issue 1
233-244
EN
The aim of the paper is to present the results of a study on the interplay of gender and disagreement strategies employed by Hungarian undergraduate students. The data for analysis is a corpus of oral face-to-face dyadic interactions; the methodology makes use of both qualitative and quantitative tools and involves identifying disagreement strategies on the basis of previous research as well as patterns emerging from the corpus. The results of the study contradict previous claims that in comparison to men, women disagree less frequently and, when they do disagree, they employ less direct strategies
5
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Revisiting intertextuality and humour: fresh perspectives on a classic topic

88%
Tsakona V., Chovanec J.
The European Journal of Humour Research
|
2020
|
vol. 8
|
issue 3
EN
In humour research, intertextuality has been extensively studied with the aim of understanding how humorous texts are constructed on the basis of previous texts. In this paper, we elaborate on the sociopragmatic functions of intertextuality, pointing out not only how humorous texts rely on previous texts and background knowledge, but also what sociopragmatic functions intertextuality serves in actual communicative situations, e.g. the effect the recognition (or not) of intertextual references has on the segmentation of recipients into various groups. To this end, the paper discusses intertextuality in relation to such traditional concepts as textuality and genre, and adds a focus on the speaker’s intention and the recipient’s interpretation. The paper serves as a framing introduction to six other papers in the special issue on the topic of “Intertextuality and humour”, articulating a common research position and arguing for the extension of scholarly attention to such applied domains as critical literacy education, marketing communication, and the legal framework regulating the creation and reception of humorous texts and artefacts.
6
Content available remote

Second language pragmatic ability: Individual differences according to environment

75%
Wyner L., Cohen A. D.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 4
519-556
EN
The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
7
Publication available in full text mode
Content available

Second language pragmatic ability: Individual differences according to environment

75%
Wyner L., Cohen A. D.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 4
519-556
EN
The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
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