Co-constructing
                  Nonessentialist Pedagogy

Ishihara, Noriko; Porcellato, Adriana Mendes

doi:10.4324/9781003094128-8

Cited by 3 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings suggest that even though the concept of pragmatics is still vague to some extent for some language instructors, non-native English teachers are aware of the concept. While a lower percentage of language instructors who were unaware of the concept of pragmatics is to be expected as the research sample is diverse, consisting of instructors holding different academic degrees and having different teaching experiences and training, the importance of some basic knowledge of pragmatics for instructors goes without saying (Ishihara, 2011;Kasper, 1997;Yates and Wigglesworth, 2005). Generally, this supports the findings of earlier studies carried out in different contexts, such as Ekin and Damar (2013), who found that EFL trainee teachers generally had an awareness of the theoretical knowledge of pragmatics.…”

Section: Discussionmentioning

confidence: 99%

“…To achieve adequate instruction of pragmatics and communicative competence for the EFL learners, teachers need to have some SJLS 2,2 knowledge bases. Knowledge of pragmatics is viewed as a requisite element of the knowledge base for language teachers (Ishihara, 2011). Some qualifications for effective teachers of second language pragmatics have been stated to include their knowledge of pragmatics in terms of pragmatic awareness of norms and variation, their knowledge of pedagogical content in terms of their ability to deliver pragmatically attentive teaching and assessment and their knowledge of their leaners and the context in terms of being sensitive to their learners' culture and subjectivity (Ishihara, 2011;Kasper, 1997;Yates and Wigglesworth, 2005).…”

Section: Teachers' Role In Pragmatic Competencementioning

confidence: 99%

See 1 more Smart Citation

The barefoot shoemaker's son: examining EFL teachers' pragmatic competence in a Saudi context

Zughaibi

2022

SJLS

View full text Add to dashboard Cite

PurposeEnglish instructors' pragmatic competence (PC) is an aspect of the overall communicative competence forming the basis of language instructors' knowledge. Their knowledge of pragmatics should not be overlooked when seeking to understand foreign language learners' communicative ability. This study aims to investigate the pragmatic awareness and teaching practices of non-native EFL instructors with different qualifications and from various cultural backgrounds in Saudi Arabia.Design/methodology/approachTo obtain a broader perspective, this study adopted a quantitative research design. An online questionnaire, developed from Ivanova (2018) and Tulgar (2016), was accessed by 320 instructors at one English teaching institute in Saudi Arabia. The questionnaire consisted of demographic information about participants and 12 closed Likert-type questions.FindingsThe data analysis showed that most of the language instructors were aware of PC. However, some variations were evident in their views of the importance of pragmatics in teaching and learning and in their actual pragmatic teaching practices.Originality/valueThis study emphasizes the importance of pragmatic awareness for EFL instructors. It indicates that while non-native English instructors' academic levels and cumulative experience in teaching English play a major role in teaching, instructors have several challenges in teaching pragmatics and promoting students' awareness of pragmatics in this context. For effective second language teaching of pragmatics, instructors, managers and policymakers need to recognize the importance of pragmatics and competencies that students need to develop in EFL contexts.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Teachers' Role In Pragmatic Competencementioning

confidence: 99%

The barefoot shoemaker's son: examining EFL teachers' pragmatic competence in a Saudi context

Zughaibi

2022

SJLS

View full text Add to dashboard Cite

show abstract

“…IIP supports learner agency in three ways. First, IIP helps learners avoid judging the behaviours of culturally different others based on their own cultural values (Ishihara & Porcellato, 2021). Second, learners are encouraged to notice the influence of their cultural assumptions on their pragmatic practices, interpretation of cultural others, and language learning experience (Liddicoat, 2017).…”

Section: Iip Feature 1: Learner Agencymentioning

confidence: 99%

“…Third, IIP raises awareness of L2 pragmatic norms, rather than imposing them. This means refraining from penalising learners' decision to diverge from L2 pragmatic norms (Ishihara & Porcellato, 2021).…”

Section: Iip Feature 1: Learner Agencymentioning

confidence: 99%

“…The current study did not collect data on the teachers' background and education, factors that might have influenced their pedagogic beliefs and practices in Phase 1. Accordingly, a continuation of Phase 1 would be to develop teachers' metapragmatic awareness through participatory action research or professional development programs (e.g., Ishihara & Porcellato, 2021;Nguyen & Ton-Nu, 2023).…”

Section: Limitations and Recommendations For Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

Pramastiwi

View full text Add to dashboard Cite

<p><strong>Intercultural communicative competence (ICC) is a widely recognised goal for learners of English as an additional language (EAL). An important aspect of ICC is understanding how communication is shaped by cultural expectations (i.e., metapragmatic awareness). However, in some teaching contexts, such as the university in which the current study was based, there is little focus on raising metapragmatic awareness beyond native-speaker norms. This approach may limit the opportunities available to learners to develop ICC. This situation led me to design a novel pedagogic intervention named instructed intercultural pragmatics (IIP), which draws from McConachy’s (2018) view of metapragmatic awareness and task-based language teaching. This approach aimed to foster the metapragmatic awareness and interactional competence of the Indonesian EAL learners in the study. The research was situated in an English conversation course at a private Indonesian university and was conducted in two phases. Phase 1, a situation analysis, examined the learners’ interactional needs and whether the existing instructional approach was congruent with these needs. The curriculum was analysed, and two program directors, four teachers, four learners, and three graduates were interviewed. Analysis of the syllabus, textbook materials, and teacher interviews showed an emphasis on learning pragmatic rules and memorising expressions from monolingual native-speaker discourse. In contrast, analysis of learner and graduate interviews showed their perceived need for pluricultural competence. These findings suggest that the instructional approach insufficiently addressed the learners’ interactional and intercultural needs. Drawing on these findings, Phase 2 investigated the impact of an IIP intervention on intercultural learning outcomes (metapragmatic awareness and interactional competence) using a quasi-experimental design. Three intact classes were assigned to one of three conditions: an IIP treatment emphasising reflexive metapragmatic discussion (n = 20), reflective metapragmatic discussion (n = 23), or a comparison group which followed the conventional teaching approach (n = 20). Data were triangulated from multiple sources: an appropriateness judgment questionnaire, exit slips, roleplays, and stimulated recalls. The questionnaire measured perceptions towards pragmatic utterances ranging in politeness and indirectness before and after the intervention. Results showed that the reflective group’s perceptions moved significantly closer to an English monolingual group, whereas no significant change was observed in the other groups. Results from the 190 exit slips, which gathered perceptions towards the lessons, showed that the reflexive and reflective groups made more frequent references to cultural aspects of the lessons when compared to the comparison group. Roleplays and stimulated recalls captured interactional competence before and after the intervention. A comparison of the pre- and post-data showed that the reflexive and reflective groups used a wider range of indirect conversation strategies after the intervention, while the comparison groups remained focused on following pragmatic rules. These findings cohere to suggest that an IIP intervention had a positive impact on learners’ metapragmatic awareness and interactional competence. Pedagogically, this study showed how a novel instructional intervention (IIP) was developed and implemented in two modes (reflexive and reflective). While the results showed positive learning outcomes for both reflexive and reflective modes, there were clear differences in the specific learning outcomes. The reflexive class became more aware of how culture informed their personal pragmatic practice, whereas the reflective class expanded their pragmatic repertoire. These findings provide guidance for teachers wishing to develop different aspects of intercultural communicative competence. Further, these results add to the growing empirical evidence supporting theoretical claims advocating for an intercultural stance in instruction on L2 pragmatics.</strong></p>

show abstract

Incorporating Pragmatics into Primary English Language Teacher Education

Myrset

McConachy

2022

Innovative Practices in Early English Language Education

View full text Add to dashboard Cite

Co-constructing Nonessentialist Pedagogy

Cited by 3 publications

References 0 publications

The barefoot shoemaker's son: examining EFL teachers' pragmatic competence in a Saudi context

The barefoot shoemaker's son: examining EFL teachers' pragmatic competence in a Saudi context

The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

Incorporating Pragmatics into Primary English Language Teacher Education

Contact Info

Product

Resources

About