A01 cohe4573 01 se fm. Qxd

1 5 3
1
guided discussion of the learners’ L1 pragmatic norms and ramifications
of enacting pragmatic norms appropriately or inappropriately;
2
tape-recording of interaction from an arranged class interruption by a
guest, discussion about the interruption, and learners’ reconstruction 
of the interaction through role-play (“the classroom guest” activity);
3
learners’ acting out and comparison of appropriate, complete closings
and less-than-appropriate ones in textbook dialogues and construction
of complete closings;
4
provision of one-sentence closing lines and learners’ reconstruction of
appropriate closing dialogues; and
5
variations of role-plays, including a situation where one of the speakers
tries to end the conversation politely while the other wants to continue.
Another instructional resource draws on the above article, as well as on an
earlier one utilizing conversation analysis,
21
and further illustrates how to teach
conversational closings in English that are fairly ritualized.
22
The instruction
includes a stage where conversation partners indirectly notify each other
that no more business needs to be discussed by summarizing their points,
restating future arrangements made, or making positive comments about
speaking to each other (“shut-down”). The conversation partners also confirm
their understanding of each other’s intention to conclude the conversation
through the use of formulaic expressions (e.g., well, okay, all right, and thank
you) (“pre-closing”) in addition to exchanges for actual leave-taking (“terminal
exchange”). The steps for classroom instruction include learners’ observa-
tion of natural conversation. Using transcripts, the following leading ques-
tions could be asked in guiding students’ discovery of pragmatic norms
23
:
■
Where is the conversation happening? What is its purpose?
■
What is the relationship between the conversation partners?
■
How do the participants in the conversation let each other know that
they are about to say “good-bye”?
■
What formulas do they use to accomplish this?
■
How do they avoid being rude and abrupt in closing the conversation?
■
Which utterances are leave-takings?
■
How does the relationship between the conversation partners, their
roles, the context of the conversation, and its purpose influence the
choice of words for these utterances?
21
Schegloff and Sacks (1973).
22
Griswold (2003).
23
Griswold (2003).

---