Using Explicit and Implicit Instruction to Develop Pragmatic Ability in Non-Urban Classrooms in South Africa

Abstract

Language learners' pragmatic ability enables them to interact competently in communication events. Pragmatics main distinguishing feature from other branches of language study is that it portrays how language is used in real social interactions. Pragmatics ability has a broad base as it requires knowledge not only in theoretical content such as phonology, semantics, speech acts, but also in applied language subjects like sociolinguistics, cultural studies and communication. This inclusive nature of pragmatics poses some challenges in the type of instruction which will ensure the acquisition and demonstration of pragmatic competence. The debate is usually between teaching strategies falling under two paradigms of instructions -explicit and implicit. This is a reflective paper and its objective is to discuss two teaching activities role plays (implicit instruction) and elearning (explicit learning) as possible ways of enhancing English second language pragmatic development, in a rural classroom, in South Africa. The conclusion reached is that due to conceptual and practical challenges associated with role plays and e-learning, these approaches to pragmatic development may not produce dramatic results as may be wished.

Online Teaching Experience during the COVID-19 in Pakistan: Pedagogy–Technology Balance and Student Engagement

“…The approaches of instructional design (ID) and learning design (LD) are usually implicit in the process of face-to-face teaching as compared to online teaching where the use is quite explicit (Carr-Chellman 2015 ; Dijkstra et al 1997 ; Kaburise 2014 ). For online learning design, approaches are different and rely on the techno-pedagogical design with an increased emphasis on learner’s engagement through creative solutions and interaction (Winters and Mor 2008 ) to meet the requirements of the learners (Partlow and Gibbs 2003 ; Parchoma et al 2019 ).…”