Task‐based Pragmatics Teaching

Bibliographic Data

ID23737720
AuthorsMarta González‐lloret (0000-0003-1691-0992, corresponding author)
Year2023
Pages1-6
Publication date2023-06-27
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal20073
OpenAlexW4382247462
ISBN9781405198431
LanguageEN
References cited18

Although not always present in language learning curriculums, the teaching of pragmatics is essential for learners to function in a new language with not just fluency and accuracy but also in an appropriate manner that is recognized as such by the speakers of that community. In order to do this, language learners need to understand the sociocultural norms of the target language (the sociopragmatics) and they need to be able to choose the suitable language to realize those norms (the pragmalinguistics). Although this can be accomplished without instruction, we now have enough aggregated research that suggests that pragmatic instruction helps. This entry proposes that using tasks within a well‐developed methodology such as task‐based language teaching is an ideal manner to introduce pragmatics in the foreign/second language classroom.

Curriculum · Fluency · Function (biology) · Language education · Linguistics · Mathematics education · Pedagogy · Pragmatics · Task (project management) · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Second Language Learning and Teaching

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