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 1 . 2
can be a matching activity where learners physically move electronic panels
to match the descriptions of the speech-act strategies of a speech act with
their examples (see a sample electronic item in Chapter 13).
Along with these language-focused exercises, learners would also benefit
from interactional practice for using contextualized language. In a web-
based program, multi-turn spoken discourse can be simulated in writing,
while in classroom-based instruction, learners can practice more extended
oral interaction through role-plays. The following section provides examples
of interactional exercises in both web-based and classroom-based curricula.
Facilitating (self-) evaluation
If an inductive approach is used in the curriculum, learners may not neces-
sarily be told whether their response is right or wrong immediately. Rather,
they may first be asked to self-assess their responses (with some guidance
built into the curriculum) in terms of how they think they are likely to be
interpreted by most L2 speakers (Chapter 6). This self-reflective procedure
may be promoted throughout the curriculum, so that learners form the
habit and gain the skill of independent learning – that is, observing others

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C U R R I C U L U M W R I T I N G F O R L 2 P R A G M A T I C S
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and reflecting back on their own language use for improvement. That is, in
the metaphor of fishing, learners are taught how to fish (in addition to being
given some fish) and then, led to reflect on their fishing experience in order
to improve their future experience. Self-evaluation prompts can encourage the
learners to compare various examples of speech behavior in order to arrive
at an understanding of a range of preferred norms of pragmatic behavior.
In the sample web-based curriculum, learners perform a simulated written
dialogue, listen to a sample dialogue provided online, and compare strategies
used by the model speaker and themselves (see below). Learners have a
choice of viewing the transcript and the translation, along with another 
dialogue for showing pragmatic variation, which is also accompanied by the
transcript and the translation online. After they complete and send their
dialogue response and analysis electronically to curriculum writers and/or
their teachers, they are given pre-programmed feedback that provides 
sample answers and discussion of the key pragmatic features in the language
and context.
Example 4
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Exercise 9: Simulation exercises for making a refusal
A good friend of yours, Kunie, approaches you after class and asks if you
could meet with her and edit her English paper that evening. You want to
help her, but you have to study for your Japanese final exam the follow-
ing morning. You remember that when you helped her last time, it took
a good two hours. Her paper this time seems even longer, so you really
don’t have time for it this particular evening.
Kunie:
Nee, ashita
madeno gakkimatsuno eigono repooto, mite kurenai? “Hey, can you check my
English final paper due tomorrow?”
You – 1: ( You refuse the request by telling her you have an exam yourself
tomorrow.)
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Available at http://www.carla.umn.edu/speechacts/japanese/refusals/ex9.html
(accessed December 10, 2009).

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