Esther Usó-Juan

Este estudio, basado en la Teoría Sociocultural de la Mente de Vygotsky (1978) aplicada a la adquisición de una segunda lengua/lengua extranjera (L2) (Lantolf & Poehner, 2014), presenta un enfoque instruccional basado en conceptos para enseñar pares de adyacencia de petición-respuesta a estudiantes de inglés como L2. La propuesta pedagógica, dividida en orientación, ejecución y control, emplea escenas de la serie Young Sheldon (Lorre & Molaro, 2017) para crear un contexto de aprendizaje auténtico.

This chapter evaluates the authenticity of request and response interactions in animated films, with the aim of exploring their potential for teaching pragmatics to young language learners (YLLs). Findings from a film corpus analysis revealed a prevalent use of imperative constructions in requests, mirroring early language acquisition patterns; an extensive utilisation of internal and external request modification devices characterised by low syntactic complexity, consistent with developmental patterns; and a predominant occurrence of requests followed by varied response types.

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.

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.

This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context.

This study followed a pre-test/post-test/delayed post-test design to investigate the long-term impact of metapragmatic instruction on learners’ ability to modify email requests. Twenty-five Spanish university students with an upper-intermediate proficiency level in English participated in the study. Over a two-week period, they received six hours of instruction on request modifiers by applying a form-function-context mapping framework (Taguchi 2011). Target request modifiers in written Discourse Completion Tasks (DCTs) were analysed for frequency and variety.

Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in developing learners’ pragmatic ability.

Nowadays, English has been adopted as an international language that speakers from distinct linguacultural backgrounds use to achieve any communicative goal. An important part of this communicative process is undoubtedly the mastery of pragmatic competence. More specifically, second language pragmatics needs to respond to the challenges of globalization. To that end, it is essential that teachers become aware of the importance of developing their learners’ pragmatic competence so that they can successfully communicate in diverse English as an international language interactions.

Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to communicate appropriately in the target language. Without a proper knowledge of how to use and understand a particular speech act that is appropriate to the contextual and cultural parameters of a specific situation, L2/FL learners may run the risk of being perceived as rude and/or impolite.