A01 cohe4573 01 se fm. Qxd

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T H E N U T S A N D B O L T S O F P R A G M A T I C S I N S T R U C T I O N
F I G U R E 1 0 . 1 Journaling
For general topics in L2 pragmatics:
Hinkel, E. (2001) Building awareness and practical skills to facilitate cross-
cultural communication.
Judd, E. L. (1999) Some issues in the teaching of pragmatic competence.
For an approach to L2 pragmatics instruction and concrete examples:
Tanaka, K. (1997) Developing pragmatic competence: A learners-as-
researchers approach.
Eslami-Rasekh, Z. (2005) Raising the pragmatic awareness of language learners.
For teaching pragmatics in foreign language contexts:
Rose, K. (1994) Pragmatic consciousness-raising in an EFL context.
Rose, K. R. (1999) Teachers and students learning about requests in Hong
Kong.
For learners’ culture and subjectivity in L2 pragmatics instruction:
Kasper, G., and Rose, K. R. (2002) Chapter 8: Individual differences in L2
pragmatic development.
LoCastro, V. (2003) Chapter 14: Learner subjectivity.
The reflective prompts provided in Activity 2.1 in Chapter 2 may be 
useful in helping you to frame your reactions to the discussions presented 
in this book and in recording insights from your own experiences. Part I

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L E S S O N P L A N N I N G A N D T E A C H E R - L E D R E F L E C T I O N
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prompts may help you reflect on your experience of learning and teaching
pragmatics; Part II prompts include queries for a range of issues related to L2
pragmatics. If you have already participated in the activity in Chapter 2, 
it might be beneficial for you to revisit these prompts and your reflections
back then. You may find that your knowledge and beliefs about pragmatics
instruction have developed or become more refined. You may wish to reflect
through writing on any new insights or queries you now have. You are also
encouraged to reflect critically on your current practice and to identify an
approach that could be applied to your own teaching and/or curriculum
writing. You may also wish to discuss issues related to pragmatics instruc-
tion that puzzle you or require further consideration.
If possible, make this response journal interactive by working with a
teacher colleague, a graduate student, a course instructor, or an administra-
tor who shares an interest in this area. Writing can guide and facilitate your
thinking, and engaging in dialogue with someone else (and with yourself)
can further your ideas.
3
The process of professional development, such as
gaining and internalizing new knowledge, connecting it to already existing
knowledge and beliefs, and utilizing it for enhanced practice, requires a 
sustained and systematic effort, which can be supported through collegial
collaboration. One way to support colleagues is by remaining open to their
opinions and by facilitating their reflections through questions that you
pose. Such questions would serve as a prompt for them to confirm what
they had stated or to further develop their views.
4
Lesson-plan design
This project represents a hands-on opportunity for teacher readers to design
a pragmatics-focused lesson plan that can be directly applied to their own
classrooms. Teacher participants are first asked to choose some aspect(s) 
of pragmatics to teach individually or in pairs, and to develop a lesson plan
to improve learners’ pragmatics. In this project, you are encouraged to tie
together various pragmatics-related issues discussed thus far, such as: 
levels of politeness, directness, formality, and appropriateness, intention and
3
Teacher learning can be viewed as largely influenced by a range of social activities
that teachers engage in ( Johnson and Golombek 2003; Lee and Smagorinsky 2000;
Vygotsky 1978). Teacher learning also is a language-mediated dialogic activity in
which language functions as a primary tool for meaning construction (see also
Chapter 6 for more on dialogic learning).
4
In Edge’s (2002) model of teachers’ cooperative learning, teachers use dialogue to
mirror each other’s point by probing and asking clarification questions to facilitate
articulation of the issue and refrain from giving suggestions.

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