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
Using resources informed by research when 
adapting textbooks
The above analyses of how pragmatics is dealt with in textbooks show that
pragmatic language use tends to be underrepresented in these textbooks. It
is unfortunate that textbooks do not tend to take advantage of the wealth of
information revealed through research with regard to, for example, the
appropriate situations in which to use certain forms, the effects of gender on
language use, and the common grammatical forms associated with given
speech acts, as well as the strategies that have been found to be associated
with those speech acts. We are suggesting that teachers of L2 pragmatics
should not rely necessarily on the commercially marketed student textbooks
alone.
Teachers may first wish to find useful resources informed by research to
(re)familiarize themselves with pragmatic norms in the L2 community
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or
by collecting data themselves perhaps with students. Teachers may also 
be advised to use discretion in their efforts to select materials that mirror 
a range of L2 pragmatic uses to a reasonable degree, and supplement or
replace existing materials with more authentic and varied examples when
necessary. In this chapter, we will introduce some of the research-based
resources from publications on teaching complaints, requests, and conversa-
tional closing.
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They provide examples of classroom activities that compen-
sate for the gap often found in L2 materials and offer more authentic L2
models. The use of these examples can serve two purposes – both to teach
complaints and conversational closings, and to demonstrate how pragmatics
can be given a higher profile in the L2 classroom.
Teaching complaints
In contrast to direct complaints, which are addressed to the person who is the
source of the problem, in indirect complaints the expression of dissatisfaction
is intended for someone or something not present.
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As mentioned above,
since L2 learners can use them to build solidarity with their peers, indirect
complaints can be taught as an effective communication strategy in the L2.
Although indirect complaints are often neglected in the L2 curriculum, the
following sequence of activities can address this area:
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Judd (1999).
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Bardovi-Harlig et al. (1991); Boxer and Pickering (1995); Griswold (2003).
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Boxer and Pickering (1995).

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