A task-supported language approach to teaching L2 pragmatics

Abstract

The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course. Three ‘podcast’ topic-related units were designed and incorporated into the classroom syllabus. First, students were introduced to the topic through input and metapragmatic explanations on ways of agreeing/disagreeing and showing interest that activated their schemata. Second, students were asked to work in pairs and create three podcasts. The findings show that the podcast tasks seemed to provide learners with a meaningful context so as to use the pragmatic strategies presented in the metapragmatic explanations, which were used consistently throughout the podcasts.