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
Theoretical framework
Key terms
Your experience
Noticing/understanding,
awareness, and attention
■
Conscious attention to
pragmatics-related 
information (leading 
to explicit teaching of 
L2 pragmatics).
■
Noticing (registering) 
of form.
■
Understanding of why 
the form is selected.
Identity theories
Use of standard L1 at work 
but local dialect in my home 
town (related to identity, 
affiliation, and membership)
Speech accommodation 
theory
Second language 
socialization theory
(Others of your choice 
here and below)
Discussion/wrap up
To conclude, you may wish to discuss the following questions:
■
Which theoretical framework(s) are you most familiar with?
■
Which framework(s), if any, do you wish to understand better, and what would
help you to deepen your understanding?
■
Which domain(s), cognitive, social, cultural, or affective, for example, do you
focus most on in learning and teaching the L2? In what ways might this activity
have helped you understand learning that can occur in other domains?
This activity has been designed to help deepen your learning through dialogue and
interaction. You are invited to continue to explore the link between the frameworks
presented in this chapter and your students’ learning of pragmatics. An awareness of
this connection can help you teach in principle according to your current knowledge
and beliefs (see Chapter 2).
Task sheet: Theoretical frameworks and key terms for L2
pragmatics

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C H A P T E R 7
Class observation and
teaching demonstrations
Noriko Ishihara
Introduction
I
n planning, implementing, and assessing pragmatics-focused
instruction, teacher readers may find it helpful to observe how
their colleagues teach L2 pragmatics. Seeing an actual pragmatics lesson
may help teachers expand their repertoire of teaching strategies and ideas
about assessment as well. In addition, it is likely to stimulate reflection on
effective approaches to teaching and assessing pragmatics. Teachers having
colleagues who teach pragmatics at the same or nearby institutions could
perhaps make arrangements to observe them teaching. Teacher readers tak-
ing a course on instructional pragmatics will most likely have occasion to
view their instructor and/or an invited guest speaker demonstrating effective
teaching practice. In case any of these resources are unavailable, this chapter
provides simulated demonstrations of pragmatics-focused instruction.
1
We
first discuss a series of possible observational foci, which could be used in
observing others as they teach.
Points of observation for pragmatics-focused
instruction
While observing others teaching pragmatics, it is helpful to have one or
more points on which to focus. These prompts are intended to help narrow
the focus of the observation and to direct attention specifically to the prag-
matics aspects being taught.
1
Also see Chapter 11 for examples of pragmatics-focused curricular materials for
teaching Japanese pragmatics in a foreign-language setting.

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