METHODOLOGY FOR IMPROVING PRAGMATIC COMPETENCE IN TRAINING FUTURE ENGLISH TEACHERS
Abstract
The present article aims to explore how pragmatic competence is developed and its role in shaping the communicative skills of future English teachers, drawing on a wide range of studies and scholars in the sphere. The article highlights innovative pedagogical technologies and methodologies for improving pragmatic competence in training future English teachers. Pragmatic competence, a key component of communicative competence, involves the ability to use language appropriately in diverse social contexts, making it a crucial skill for educators tasked with modelling effective communication. The study emphasizes the significance of pragmatic knowledge in understanding and interpreting linguistic nuances, such as speech acts, politeness strategies, and conversational implicature. Drawing on theoretical frameworks from Canale and Swain, Bardovi-Harlig, Levinson, Ishihara and Taguchi, this research examines practical strategies for integrating pragmatic instruction into teacher education programs. Utilizing an action research methodology, the study evaluates curricula, instructional materials, and classroom practices, specifically focusing on the "Reading and Writing Practice" module implemented in higher education institutions across Uzbekistan. The findings highlight the effectiveness of authentic materials, taskbased language teaching (TBLT), and explicit instruction in fostering pragmatic competence. The research also identifies challenges such as insufficient integration of sociocultural norms and limited teacher training in pragmatic pedagogy. Recommendations include enhancing curriculum design, adopting interactive teaching methodologies, and incorporating real-life communication scenarios. This research underscores the pivotal role of pragmatic competence in shaping educators capable of fostering nuanced language use and preparing learners for effective intercultural communication.
Full text article
References
Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63(Suppl. 1), 68–86.
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(3), 282–295. https://doi.org/10.1016/j.system.2012.05.001
Brown, P., & Levinson, S. C. (2014). Politeness: Some universals in language usage (pp. 76–80). Cambridge University Press.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Chalikandy, M. (2023). Bridging the gap between form and meaning through discourse-based approach. International Journal of English and Studies (IJOES), 5(12), 75.
Cogo, A. (2009). Accommodating difference in ELF conversations: A study of pragmatic strategies. In A. Mauranen & E. Ranta (Eds.), English as a Lingua Franca: Studies and Findings (pp. 254–273). Cambridge Scholars Publishing.
Crystal, D. (Ed.). (2017). The Cambridge encyclopedia of language (pp. 124–126). Cambridge University Press.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224.
Eslami, Z. R., Mirzaei, A., & Shadi, D. (2015). The role of asynchronous computer-mediated communication in the instruction and development of EFL learners’ pragmatic competence. System, 48, 99–111.
Fatah, Y., & Ibrahim, N. (2020). The importance of utilizing pragmatics in EFL/ESL context (pp. 2–11). Research Square. https://doi.org/10.21203/rs.3.rs-22375/v1
Galskova, N. D., & Gez, N. I. (2004). Theory of teaching foreign languages: Linguodidactics and methodology. APKiPPRO.
Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. Glottodidactica, 45(2), 119–131. https://doi.org/10.14746/gl.2018.45.2.06
Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 2–11. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44607/1/21_02_emerging.pdf
House, J. (2010). The pragmatics of English as a lingua franca. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 363–387). Mouton de Gruyter.
House, J. (2013). Developing pragmatic competence in English as a lingua franca. Journal of Pragmatics, 59, 57–67.
Huang, Z., & Kong, L. (2023). The cross-cultural pragmatic failure and implications of foreign language teaching. Frontiers in Educational Research, 6(24), 87–92. https://doi.org/10.25236/FER.2023.062415
Ishihara, N. (2012). Incorporating a critical approach into teaching pragmatics. International Journal of Innovation in English Language Teaching, 1(1), 29–36.
Ishihara, N., & Cohen, A. D. (2022). Teaching and learning pragmatics: Where language and culture meet (pp. 1–19). Routledge.
Karimova, I. (2024). Pragmatic abilities of school-aged students. Journal of Advanced Scientific Research, 5(10), 20–23.
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Blackwell.
Leech, G. (2016). Principles of pragmatics (pp. 10–17). Routledge. https://doi.org/10.4324/9781315835976
Levinson, S. C. (2008). Pragmatics. Cambridge University Press.
Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second language needs analysis (pp. 19–76). Cambridge University Press.
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294–301.
Murray, N. (2012). English as a lingua franca and pragmatic competence. ELT Journal, 66(3), 318–326.
Nunan, D. (2010). Task-based language teaching. Cambridge University Press.
Purpura, J. (2010). Assessing grammar (pp. 52–64). Cambridge University Press. https://doi.org/10.1017/CBO9780511733086
Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. Longman.
Roever, C. (2006). Validation of a web-based test of ESL pragmalinguistics. Language Testing, 23(2), 229–256.
Shokouhi, S., & Rezaei, A. (2015). The importance of teaching pragmatics. Journal for the Study of English Linguistics, 3(1), 101. https://doi.org/10.5296/jsel.v3i1.7890
Snowling, M., Lervåg, A., Nash, H., & Hulme, C. (2018). Longitudinal relationships in children at risk of dyslexia. Developmental Science, 22(1). https://doi.org/10.1111/desc.12723
Solovova, N. V. (2010). Methodological competence of a university teacher. Bulletin of the Baltic Federal University, 5, 52–59.
Spencer-Oatey, H., & Jiang, W. (2003). Explaining cross-cultural pragmatic findings. Journal of Pragmatics, 35(10–11), 1633–1650.
Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310. https://doi.org/10.1017/s0267190511000018
Taguchi, N., & Ishihara, N. (2018). Pragmatics of English as a lingua franca. Annual Review of Applied Linguistics, 38, 80–101.
Timpe Laughlin, V., Wain, J., & Schmidgall, J. (2015). Defining pragmatic competence (ETS Research Report No. RR-15). Educational Testing Service.
Tursunov, S. (2021). The role of pragmatic competence. International Journal of World Languages, 1(2), 54–59.
Willis, D., & Willis, J. (2013). Doing task-based teaching (pp. 6–11). Oxford University Press.
Yule, G. (1996). Pragmatics (pp. 3–4). Oxford University Press.
http://www.nflrc.hawaii.edu/networks/NW06/
https://www.elihinkel.org/downloads/culture_and_pragmatics.pdf
Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Licensed under the Creative
Commons Attribution International License
(CC BY 4.0).
Copyright © by author(s).