A01 cohe4573 01 se fm. Qxd

participation in the L2 community.
63
For example, Johnston (2003); Pennycook (2001).
64
Ishihara (2008b).
65
For example, Kubota (2008); Ohara et al. (2001); Siegal and Okamoto (1996; 2003).
Ohara et al. (2001) have documented learners’ critical thinking of the observed prag-
matic norms in the target culture and their awareness of sociopolitical positioning
and uneven power distribution indexed through the language use (see also Chapter 8
for more details of instructional procedures).
66
Jeon and Kaya (2006); Kasper and Rose (2002); Rose (2005). However, others, 
e.g., Alcón (2005); Fukuya and Clark (2001); Rose (2005) do acknowledge the potential
of some implicit teaching techniques, such as input enhancement.
67
DuFon (2008).

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L A N G U A G E - A C Q U I S I T I O N T H E O R Y A N D T E A C H I N G P R A G M A T I C S
1 2 1
With an eye to the practical application of these theoretical frameworks
as they relate to explicit L2 pragmatics, various awareness-raising tasks have
been suggested for explicit teaching of pragmatics in the second half of this
chapter. Explanatory and culturally sensitive approaches to teaching L2
pragmatics have also been discussed in the spirit of critical pragmatics.
Teachers are invited to become familiar with these tasks and to incorporate
some of them into their lesson plans and daily practice. At the same time,
the lists of classroom tasks in this chapter are not intended to be exhaustive.
Rather, teacher readers are encouraged to adapt them and add their own as
they see fit in their own instructional contexts. The information presented
in this chapter will hopefully assist language teachers in making more
informed instructional decisions – decisions grounded in a current under-
standing of L2 pragmatic development (see Chapter 2). Activity 6.1 which
follows here is intended to facilitate this connection.
Activity 6.1 Linking theoretical frameworks with your
experience of L2 pragmatics
Objectives
1
You will be able to explain theoretical frameworks related to the development of
L2 pragmatic ability in your own words.
2
You will be able to connect those frameworks with your experience of learning or
teaching L2 pragmatics.
Time:
40 minutes.
Materials:
Task sheet: “Theoretical frameworks and key terms for L2 pragmatics”.
Directions
1
Get into groups of about three and explain to each other in your own words the
second language acquisition theories on the task sheet, “Theoretical frameworks
and key terms for L2 pragmatics.”
2
List key terms for each framework on the task sheet. Go back to this chapter if
desired in this process. (Some terms are already given as examples.)
3
Take a moment to think of your own experiences learning or teaching L2
pragmatics. Which framework(s) might best explain your experiences? Use the
space in the task sheet to take notes. Take turns describing your experiences 
and interpreting them theoretically.
4
Share your discussion with the whole group.

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