Pedagogical linguistics
A view from L2 pragmatics
Kathleen Bardovi-Harlig | Indiana University
The positive effects of instruction on the acquisition of second-language pragmatics has been well documented by numerous recent published studies (81 in the 10 years between Rose, 2005, and Bardovi-Harlig, 2015), but we have yet to see a corresponding increase in the teaching of pragmatics in second and foreign language classrooms or language textbooks. This article explores some of the potential causes for the lack of implementation of pragmatics instruction in second and foreign language classrooms (Skyes, 2013) and suggests means of overcoming such challenges. Pedagogical linguistics, in the form of pedagogical pragmatics, offers insight into meeting the challenges of limited theoretical support for curricular development, lack of authentic input in teaching materials, lack of instructor knowledge, and lack of reference books and pedagogical resources for teachers. The final challenge for pedagogical linguistics and pragmatics researchers is conveying relevant research findings to teachers; means for accomplishing this are discussed in the final section of the article.
Keywords: pragmatics, second language acquisition, instructional pragmatics, metapragmatics, authentic input
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Published online: 17 February 2020
https://doi.org/10.1075/pl.19013.bar
https://doi.org/10.1075/pl.19013.bar
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Pedagogical linguisticsReferences
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