‘Do I Really Need It?’ Professional Development in Pragmatics in Asian EFL

Prakash, Lakshmi Kala

doi:10.1007/s40647-017-0206-7

Fudan J. Hum. Soc. Sci.

2017

DOI: 10.1007/s40647-017-0206-7

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‘Do I Really Need It?’ Professional Development in Pragmatics in Asian EFL

Lakshmi Kala Prakash

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Cited by 2 publications

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Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam

Ton-Nu,

Nguyen

2023

RELC Journal

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Pragmatics in the field of English language teaching has recently received increasing research interests, but studies on teachers learning to teach pragmatics are limited. The present study extends this research agenda by investigating how well second/foreign language preservice teacher education (SLPTE) prepares teachers to teach pragmatics. Adopting a multi-site case study approach, this study examines (1) the representation of pragmatics and instructional pragmatics in SLPTE programmes at Australian and Vietnamese universities, and (2) programme leaders’ beliefs about pragmatics instructor preparation. Data were collected from curriculum document analysis, a questionnaire, and four individual semi-structured interviews. The findings show that pragmatics was represented to different extents across the programmes but instructional pragmatics was entirely absent. The findings further show three sets of the programme leaders’ beliefs: (1) preservice teachers were not well-prepared to teach pragmatics; (2) teaching pragmatics and instructional pragmatics to preservice teachers is important; and (3) pragmatics and instructional pragmatics need to be sufficiently addressed in SLPTE. The study has important implications for teacher educators, curriculum designers, and relevant stakeholders regarding L2 pragmatics teacher preparation.

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Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam

Ton-Nu,

Nguyen

2023

RELC Journal

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Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers

Ton-Nu

2024

International Review of Applied Linguistics in Language Teaching

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Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics.

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‘Do I Really Need It?’ Professional Development in Pragmatics in Asian EFL

Cited by 2 publications

References 6 publications

Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam

Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers

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