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
may fall short in accuracy. The data collection activities at the end of this
chapter provide a hands-on opportunity to collect pragmatics data that may
serve as a language model in pragmatics instruction.
Activity 3.1 Evaluating the pragmatics of language 
samples
Objectives
1
You will be able to evaluate the authenticity of different types of data collected
through various means: a) intuition and introspection, b) DCTs, c) role-plays, 
d) recording of natural conversation, e) field observation.
2
You will be able to compare pros and cons of different types of data and 
select suitable data collection procedures for your instructional purposes 
and contexts.
Suggested time:
30 minutes.
Materials:
■
Information: “Samples of language data”;
■
Task sheet: “Pros and cons associated with different types of data”;
■
internet access to websites offering audio files and transcripts of the sample data.
Directions
1
In a group of about four, familiarize yourself with selected samples of language
data and discuss the authenticity (e.g., naturalness and spontaneity of the
speech).
2
Within your group, fill in the task sheet, “Pros and cons associated with different
types of data.” Consider the following points (and anything else) for each data
sample.
■
Interactivity: Are the data interactive or limited in turn-taking?
■
Consequentiality: Is there a real-world outcome for the speakers? (Natural
conversation with real-life consequence or imagined situation?)

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C O L L E C T I N G D A T A R E F L E C T I N G T H E P R A G M A T I C U S E O F L A N G U A G E
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22
Interactivity, consequentiality, and comparability from Bardovi-Harlig and
Hartford (2005).
23
Adapted from Robins and MacNeill (2007: 85).
■
Comparability: Are these language samples comparable? (Are these samples
useful for teaching students the influence of contextual factors on language
form?)
22
■
Accuracy: How linguistically accurate are the data collected?
■
Ease/convenience: How easy or convenient is it to collect data this way?
3
Share your discussion with the whole group.
Discussion/Wrap-up
To conclude, discuss what type(s) of data you would use for teaching pragmatics in
your instructional context and why. Considering your students’ needs, what features of
your data are important to you? How would you compensate for any drawbacks asso-
ciated with the type(s) of data that you choose to use?
Information: Samples of language data
1 Intuition and introspection-based data
Sample
23
Chip: Hey there.
Catherine: Hi.
Chip: Cool party, isn’t it?
Catherine: Yeah, you bet.
Chip: So, how’s it going?
Catherine: Um, OK, I guess.
Chip: By the way, I just want you to know I think you’re really cute.
Catherine: Oh, um, thanks.
Chip: So what’s your name?
Catherine: Catherine.
Chip: Catherine what?
Catherine: Just Catherine.
Chip: OK. I’m Chip.

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