Instructional Pragmatics: Bridging Teaching, Research, and Teacher Education

Ishihara, Noriko

doi:10.1111/j.1749-818x.2010.00242.x

Cited by 39 publications

(36 citation statements)

References 113 publications

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“…More specifically, comparing the relative effectiveness of explicit/deductive and L1-based instruction of pragmatic competence was the main purpose of this study. The overall findings of this study, aligned with the results of many other studies (e.g., Ishihara, 2010;Martinez-Flor, 2012;Martinez-Flor & Uso-Juan, 2010;Takahashi, 2010), support the position of formal instruction of pragmatic knowledge suggesting that noticing the pragmatic features of input by L2 learners is essential for pragmatic development.…”

Section: Discussionsupporting

confidence: 90%

“…Due to the consensus over the need to teach pragmatic competence, the main issue now centers on the question of how this competence should be attended to in the most effective way. A compelling body of interventional studies has targeted explicit/deductive and implicit/inductive teaching designs, generally suggesting an overall trend in support of explicit/deductive instruction (e.g., Ishihara, 2010;Martinez-Flor & Uso-Juan, 2010;Takahashi, 2010). This interest has overshadowed a third possibility: the employment of learners" mother tongue which has recently received a remarkable amount of attention in second language acquisition (SLA) research (e.g., Cheng, 2013;Lee & Macaro, 2013).…”

Section: Introductionmentioning

confidence: 99%

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L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

Rasoul¹,

Reza²

2018

The Journal of AsiaTEFL

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The question of whether or not and how learners" L1 should be integrated into the English as a Foreign Language (EFL) classroom has long been a controversial issue in the field of language teaching. Once within the framework of the traditional grammar translation method, L1 use was the backbone of the field and in its heydays it was highly appreciated. Later, it was rejected by most second language researchers and practitioners (Ferguson, 2009). Today, in spite of all these ups and downs, a compelling body of Rasoul Mohammad Hosseinpur et al.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

Rasoul¹,

Reza²

2018

The Journal of AsiaTEFL

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“…By so doing, such courses can bridge the gap between SLA discourse and pedagogic discourse. It is worth noting that by and large, SLA researchers have placed a premium on the language research-language pedagogy nexus (Ellis, 2010(Ellis, , 2013Gass, 1995;Ishihara, 2010;Nuland, 2011;Nunan, 1991), and some scholars (Brownell, Griffin, Leko, & Stephens, 2011;Ishihara, 2010) have opined that the nexus between theory and practice should be stronger in SLTE.…”

Section: Teachers' Diagnostic Competencementioning

confidence: 99%

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

Rezaee

Ghanbarpour

2016

IJ21CE

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Given that Teacher-Training Courses (TTC's) have responsibility for assisting prospective teachers with building up a repertoire of technical & pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 andPeacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC's currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers' and TTC trainers' opinions about the TTC's. To this end, 9 purposefully selected TTC's were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC's. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

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“…Despite several studies in the effectiveness of teaching pragmatics both in second or a foreign language, teachers are still unsure on how to incorporate these aspects into their instructional plans on a day-to-day basis (Ishihara, 2010). Therefore, assisting EFL teachers with potential resources and insights into successfully incorporating and developing lesson plans that cover pragmatics issues could also prove beneficial.…”

Section: Pragmatics Input In Sl Learning and Teachingmentioning

confidence: 99%

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

Prakash¹

2016

ACH

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The Non-Native EFL teacher is most often the by-product of an educational system blamed for the language skills of its EFL learners. An EFL community such as Thailand is no exception. A canon of research into the need for enhancing the organizational competence of a learner in the L2 has been conducted and reported over several decades. In addition, empirical studies in pragmatics involving and benefiting the learner have gained ground in several ESL and EFL countries. However, the EFL teacher, who is usually the chief facilitator in an EFL context, is marginalized both as a focus of research and in the development of their pragmatic skills in English. An unfair reason generally given is that adult learners have a sufficient stockpile of already acquired pragmatics knowledge in their L1, which would serve them as needed. Yet, as observed over the years this assumption is proving costly. The academic paper authored here, based on literature and a recent needs analysis, makes a case for the immediacy of including explicit instruction in pragmatics through professional development workshops in the Thai EFL context with the chief aim of empowering the Asian EFL teacher.

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Instructional Pragmatics: Bridging Teaching, Research, and Teacher Education

Cited by 39 publications

References 113 publications

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

L1-based Instruction : Does It Work for Learning Pragmatics in the EFL Context?

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

A Call for Empowering the Non-Native EFL Teacher through Professional Development in Pragmatics: Focus on Thai-EFL

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