From saying it right to doing it right: a model of pragmatic competence development

Abstract

This article discusses the need for the explicit pragmatic instruction and proposes a pentaphasic model of pragmatic competence development designed for leaners of different language backgrounds and social groups. The model includes five steps of free and guided analysis and production with specific goals and tasks. The aim of the model is to develop a student’s agency as a leaner and to raise their metapragmatic awareness by guided discovery inductive procedures, explicit discussions and self-assessment. It was tested on a group of Italian language learners in order to understand their motivational and cognitive demands when approaching speech act focused instruction. Although they were actively engaged into guided discussions, the learner-centred procedure and raising awareness activities prove to be unfamiliar for learners who are used to more traditional form-focused learning sessions. Despite these difficulties, the model provides a flexible framework that can bridge the gap between research considerations and teaching experiences.