A01 cohe4573 01 se fm. Qxd

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G R O U N D I N G I N T H E T E A C H I N G A N D L E A R N I N G O F L 2 P R A G M A T I C S
Task sheet: Reflective prompts
Part I Exploring experience related to the learning and teaching 
of pragmatics
1
Describe your interest in the learning or teaching of pragmatics. What brought you
to this book?
2
Describe your experience learning L2 (or L1) pragmatics. What aspects of L2
pragmatics do you remember learning? How did you learn them? Does/will it
affect the way you teach pragmatics?
3
What surprised you in the learning of L2 pragmatics? Any joys or plights of
learning pragmatics that way? Can you think of a cultural blunder you
experienced? How might this possibly traumatic experience have affected the way
you teach pragmatics?
4
Describe your experience teaching pragmatics, even if you were not clearly aware
of it at that point. How does pragmatics come up in your teaching? How do your
students usually react? Why do you teach pragmatics that way?
Part II Exploring beliefs about specific issues in instructional pragmatics
1
How important is it to teach appropriate language use in the language classroom?
Why do you believe so? (Chapters 1, 2, 5)
2
Based on what you already know, what do you want to know more about the
teaching/learning of pragmatics? What questions do you have? (Chapters 2, 4,
Conclusion)
3
Who is best qualified to teach pragmatics? What teacher factors and 
qualifications are important in the teaching of pragmatics? Why do you think so?
(Chapters 1, 2, 3, 5, 6)
4
How should samples of the modeling of L2 pragmatics as well as samples of
learner language be obtained (e.g., from teacher-generated dialogues based on
teacher intuitions, from language as represented in textbooks, from recordings of
natural speech, or from other sources)? Why do you believe so? (Chapters 3, 8, 9)
5
Taking into account, for example, your learners’ goals, age, proficiency levels, 
how much do you think your learners need pragmatics instruction? What teaching
approaches and exercises are likely to appeal to them and why? (Chapters 5, 6, 7,
10, 11, 12, 13)
6
In pragmatics instruction, should learners be given pragmatics-related information
first and then practice using language appropriately (deductive approach)? Or
should learners be guided to self-discover pragmatic norms (inductive learning)?

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T E A C H E R S ’ P R A G M A T I C S : K N O W L E D G E , B E L I E F S , A N D P R A C T I C E
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Which approach, inductive or deductive, or a combination of both would you use
for your students and why? (Chapters 6, 7, 10, 11, 12)
7
Whose pragmatic norms should be viewed as a model in L2 pragmatics instruction
and assessment? Why? (Chapters 5, 6, 7, 15)
8
What does culturally sensitive pragmatics instruction and assessment look like?
(Chapters 7, 15)
9
How might your knowledge and beliefs about second language acquisition in
general apply to the learning and teaching of pragmatics? (Chapters 2, 6)
10 How can learners’ pragmatic ability be assessed in the classroom? What testing
procedures or classroom tasks could be used? Why would you use them?
(Chapters 14, 15)
Activity 2.2 Engaging in exploratory practice for teaching
pragmatics
Objectives
1
You will be able to identify an issue to be investigated in your teaching of 
L2 pragmatics.
2
You will be able to engage in your selected inquiries extensively by collecting
classroom-based data and critically reflecting on these data.
3
You will be able to gain greater understanding of the selected issue, possibly
identify areas for modification, and then take action to introduce a change in 
your teaching if necessary.
Suggested time:
30 minutes initially and then more as needed.
Materials:
■
Information: “Guide for exploratory practice”;
■
blank sheets of paper.
Directions
1
Exploratory practice is “action for understanding,”
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which is intended to help
teachers to gain a better understanding of some aspect of their instructional
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Allwright (2001, 2003).

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