Communicating successfully in a target language requires knowledge of pragmatics as this involves the ability to produce and interpret meanings appropriately in a specific sociocultural context. Therefore, pragmatics should be integrated in language teaching programmes right from the very beginning stages of learning, so that teachers can serve as good language models and input providers.
Edited with Karen Glaser (Leipzig University, Germany).
This article presents a unified taxonomy of linguistic strategies and politeness markers for making suggestions in English, alongside guidelines for its integration into second/foreign language (L2) pragmatics instruction. In response to the lack of systematic frameworks for analyzing this speech act in recent decades, the development of such a typology is essential. Drawing on four existing classification systems, the taxonomy incorporates both the inherent features of the speech act and language-related factors, such as directness and mitigation, that influence its realization.
This chapter examines the efficacy of a discursive proposal for teaching refusals through using audiovisual material. Undergraduate EFL learners received a pragmatic treatment on refusals which integrated pre-, while- and post-watching video activities based on TV series excerpts.
Co-authored with Júlia Barón (Universitat de Barcelona) and M. Luz Celaya (Universitat de Barcelona).
Corrective feedback (CF) has been regarded as a complex phenomenon with cognitive, social and psychological dimensions influencing its effectiveness for language development. Despite the extensive research conducted on its impact on morphosyntactic aspects of the language, CF on pragmatic aspects has received scant attention. One possible reason may be related to the potential challenges that pragmatics itself represents as it is defined by choice. Thus, it is important to examine teachers’ beliefs towards the five key pedagogical decisions that influence the provision of CF (i.e.
*Non-affiliated co-authors: Ariadna Sánchez-Hernández (Universidad Complutense de Madrid) & Júlia Barón (Universitat de Barcelona)
*Non-affiliated co-editors: Ariadna Sánchez-Hernández (Universidad Complutense de Madrid) & Júlia Barón (Universitat de Barcelona)
Refusals are complex face-threatening speech acts whose appropriate performance requires not only lengthy sequences of negotiation and cooperative achievements, but also face-saving strategies to accommodate the disruptive nature of the act (Gass & Houck 1999). Also, since they have a face threatening nature, they are subject to cultural variations. Consequently, care must be taken in the choice of refusal strategies.