A01 cohe4573 01 se fm. Qxd

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learners’ creation and performance of commercials;
5
discussion of frequently used grammar in the commercials; and
6
paired role-play practice and wrap-up reflection as an assignment.
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Instruction given in Ohara et al.’s study (2001).

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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
The study in which the above instruction was given found that learners
were able to identify linguistic features that were related to gender, and were
also able to critically examine gendered norms of behavior in the target lan-
guage and culture. In the creation and performance of commercials, learners
experimented with gendered language and explored the gender roles played
through the use of the language.
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Discussion
This chapter has discussed currently available language textbooks for the
purpose of teaching pragmatics and has offered a few examples of how we
might supplement or adapt these textbooks to teach complaints, requests,
conversational closing, and gendered language based on empirically estab-
lished information concerning pragmatics. Because many language text-
books place minimal emphasis on pragmatics and often teach appropriate
language use in an insufficient and inadequate way, teacher readers are
invited to be critical appraisers of the material that they use in their class-
rooms. This would mean making sure that the language samples presented
to learners are reasonably natural and authentic. It would also be expected
that learners’ input would reflect a variety of pragmatic norms used in the
target language community.
In the activity below, we will encourage teacher readers to take a more
in-depth look at the language textbooks that they actually use in their class-
rooms, with an eye to examining their suitability for teaching pragmatics.
The research-based information about conversational closing will be used as
a sample tool with which to investigate textbook materials. This activity is
intended to help illustrate how language teachers may evaluate, adapt, or
supplement currently available language textbooks in their efforts to incor-
porate explicit teaching of pragmatics into their L2 curricula. In subsequent
chapters, we will continue our exploration of resources for pragmatics
instruction that may be used in the classroom or that can provide us with
further insights as to how pragmatics can be taught effectively.
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Ohara et al. (2001).

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A D A P T I N G T E X T B O O K S F O R T E A C H I N G P R A G M A T I C S
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Bardovi-Harlig et al. (1991: 6–8, 10–13); Griswold (2003).
Activity 8.1 Evaluating textbooks for closing 
conversations
Objectives
1
You will be able to evaluate language materials utilizing research-based
information about closing conversation.
2
You will be able to identify ways to adapt or supplement a textbook for
pragmatics instruction.
Suggested time:
40 minutes.
Materials:
■
Information: “Closing conversations in American English”;
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■
Task sheet: “Textbook analysis on closing conversations”;
■
a language textbook of your choice.
Directions
Part I
1
Work individually or in a small group. Use the information, “Closing conversations
in American English” and (re)familiarize yourselves with the descriptions of the
steps used in conversational closings in English.
2
Look at the authentic examples in the chart and identify steps of conversational
closings involved in the dialogues in the right column.
3
Use the sample keys provided and compare your answers.
Part II
1
Work in groups of three or so to examine a chosen language textbook. Ideally, this
would be the textbook you routinely use in your classroom. Analyze it in terms 
of how sample dialogues are closed. Use the chart on the task sheet, “Textbook
analysis: closing conversations,” to record your analysis. The analysis of the first
example is completed for you using Sample dialogue 3 in the information,

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