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C H A P T E R 1 3
Incorporating technology
into pragmatics-focused
instruction
Noriko Ishihara
Introduction
T
he use of technology can help teachers diversify their instruc-
tion in ways that greatly benefit their learners. There is a grow-
ing body of research which underscores the role of technology-assisted
learning and teaching of L2 pragmatics, especially computer-mediated lan-
guage learning.
1
Drawing on that research as a basis, this chapter reports on
how various forms of technology can be applied to teachers’ daily practices.
We will also discuss application of different instructional technologies in
terms of the levels of cognitive learning that these technologies are likely to
promote. Teachers are encouraged to assess the availability of these techno-
logies in their respective contexts, as well as the potential benefits for their
learners considering, for example, their level of proficiency and learning
style preferences. It is also important that when certain forms of technolo-
gies are applied to the classroom, both teachers and learners are comfortable
with them and that there is sufficient technological support.
Viewing technology broadly, we will discuss the application of the 
following forms of technology to the teaching and learning of pragmatics:
■
feature films and situational comedies;
■
audio/video materials and other forms of visual support;
1
See, for example, Belz (2007).

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I N C O R P O R A T I N G T E C H N O L O G Y I N T O I N S T R U C T I O N
2 4 5
■
online tools for creating language exercises; and
■
computer-mediated communication (CMC) tools.
We now start by giving examples of how the above forms of technologies
can be applied to formal instruction of L2 pragmatics.
The use of feature films and situational comedies
As many language teachers can attest, learners’ level of motivation often
rises when feature films, situational comedies, or other authentic media-
based materials are introduced. The situational context, the high-interest
content, and the rich visual imagery combine to provide learners with
multi-sensory input that tends to be reasonably close to what we find in
authentic interaction.
2
Although the language in these materials is scripted
and often delivered with exaggerated gestures and actions, the dialogues in
these sources are not written for instructional purposes (not written to
match the grammar-focused syllabus, for example) and thus can provide a
relatively authentic model for pragmatic language use in a particular subcul-
ture(s) of the L2 community. If selected carefully, video clips or full-length
materials can be a suitable source of pragmatic models especially in foreign-
language contexts where learners’ authentic input might be limited.
3
As the teaching of pragmatics is gaining greater popularity, it is now pos-
sible to find innovative ideas for using media-based materials at professional
conferences and in practically oriented publications. Some of them are
introduced in the following table, and those of you who are teacher readers
are invited to add on to this list of sources for the language that you teach
and for features of pragmatics beyond speech acts.
2
Arcario (1993); Martínez-Flor (2008).
3
Eslami and Eslami-Resekh (2008); Rose (1994b); Martínez-Flor (2008).
Areas of 
pragmatics 
taught
Materials used
Brief description
Apologies and
requests in 
English
a
Annie Hall (film)
Analysis of language forms and strategies of
requests; discussion on the appropriateness of
forms in relation to context
Requests in
English
b
Few Good Men (film)
Analysis of the forms of polite and impolite
requests; follow-up discussion on style-shifting

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