Pragmatics

1. Teaching Pragmatics: Trends and Issues (Taguchi, 2011).

1.1. The article by Taguchi (2011), reviews current studies and research on instructional intervention and classroom practice and resources when it comes to teaching pragmatics to second language (L2) learners.

1.1.1. Common theoretical L2 acquisition paradigms that are reviewed in the article are, (1) explicit vs. implicit instruction, (2) input processing instruction, and (3) skill acquisition and practice (Taguchi, 2011).

1.1.2. 3 domains of research and pedagogical practices that influence classroom practice and resources include, (1) material development and teacher education, (2) learner strategies and autonomous learning, and (3) incidental pragmatics learning in the classroom (Taguchi, 2011).

2. Teaching Implementations

2.1. Role-playing activities are beneficial for students learning pragmatics as they can simulate numerous roles, and practice pragmatic functions in diverse scenarios (Taguchi, 2011).

2.2. To develop pragmatic and intercultural competencies among students, Martínez-Flor and Usó-Juan (2006, as cited in Taguchi, 2011) propose a comprehensive frameworks that consists of six stages: (1) researching, (2) reflecting, (3) receiving, (4) reasoning, (5) rehearsing, and (6) revising

2.3. Understand the L1 and L2 cultures that the students are associated with, and plan lessons focused around these cultures. Linguistic codes are not easily acquired if the the L1 and L2 cultures do not align, or when learners don't agree with L2 norms (Taguchi, 2011).

3. What is pragmatics?

3.1. Pragmatics brings attention to linguistic forms in relation to their functional meanings and relevant contextual features (Taguchi, 2011).

3.2. Acquisition of pragmatic rules involves a transition from declarative knowledge to procedural knowledge (Taguchi, 2011).