Re: Pragmatic Competence -- PRAGMATICS

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Date Posted: 17:33:18 10/04/09 Sun
Author: Flaviane
Subject: Re: Pragmatic Competence
In reply to: Maria de Lourdes 's message, "Pragmatic Competence" on 12:06:38 10/03/09 Sat

What most called my attention on this text was the author called "The ability to perform speech acts". Most of times
students aren't able to produce utterances to communicate their "specific intentions" in a second laguange neither read between the lines. It's because in the pedagogical practice second language teachers don't focus this ability.

>Dear Professor and mates,
>
>Pragmatics is the study of communicative action in its
>sociocultural context. Communicative action includes
>not only speech acts - such requesting, greeting,etc.
>- but also participation in conversation, engaging in
>different types of discourse, and sustaining
>introduction in complex speech events.
>Competence, whether linguistic or pragmatic, is not
>teachable. Competence is a type of knowledge that
>learners possess, develop, acquire,use or lose. The
>challenge for foreign or second language teaching is
>whether we can arrange learning opportunities in such
>a way that they benefit the development of pragmatic
>competence in L2.
>Pragmatic is not subordinate to knowlegde of grammar
>and textual knowledge and interacts with
>'organizational competence' in complex ways. In order
>to communicate successfully in a target language,
>pragmatic competence in L2 must be reasonably well
>developed.
>If we as teachers assume that learners need explicit
>instruction in L2 pragmatics, our question is how to
>do it.
>Is it the teachers responsability to teach it and, if
>so, what can actually be learned about speech acts in
>the classroom and how much time should be alloted to
>this effort? How high should teachers set the bar in
>terms of what is expected of learners in their
>learning and performance? How many speech acts would
>be selected altogether? Would teachers focus on just
>one at a time? How would it be determined whether to
>spend time on one speech act more than another? Is
>actual or idealized pragmatic behavior taught? Should
>the focus be both on speech acts delivered orally and
>in writing? What about the oral/written hybrid
>language e-mails requests? What about the option of
>having the learners gather information from natives
>speakers? And so on...
>
>See you.
>What do you think?

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