Part of
Technology in Interlanguage Pragmatics Research and TeachingEdited by Naoko Taguchi and Julie M. Sykes
[Language Learning & Language Teaching 36] 2013
► pp. 185–214
Edited by Naoko Taguchi and Julie M. Sykes
[Language Learning & Language Teaching 36] 2013
► pp. 185–214
Chapter 8. Blogging
Crosscultural interaction for pragmatic development
Pragmatic competence is crucial for effective communication in a second/foreign language (L2). While pragmatic competence has been shown to be learnable through formal instruction (e.g., Jeon & Kaya, 2006; Rose & Kasper, 2001), pragmatics is often neglected in L2 curricula or is given lower priority than other skill areas. Yet, pragmatic learning through crosscultural interaction capitalizing on various forms of technology has been investigated in recent studies as well as in this volume. This ethnographic case study is intended to contribute to the literature on technology-assisted pragmatic learning by examining the pragmatic development of one advanced learner of Japanese in the United States as she blogged with her peers and expert Japanese speakers in Japan. Using a sociocultural framework (Lantolf & Thorne, 2006; Vygotsky, 1978), we document the pragmatic awareness and production demonstrated by the focal learner to explore the potential effectiveness of pragmatics-focused instruction through blogging. Pedagogical suggestions are also offered on how to facilitate crosscultural interaction and enhance pragmatic development through telecollaboration via blogging.
Cited by
Cited by 10 other publications
García-Gómez, Antonio
2022. Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships. Computer Assisted Language Learning 35:5-6 ► pp. 1310 ff. 
González-Lloret, Marta
2019. Technology and L2 Pragmatics Learning. Annual Review of Applied Linguistics 39 ► pp. 113 ff.
González-Lloret, Marta
2022. Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research 26:2 ► pp. 173 ff.
Hirotani, Maki & Kiyomi Fujii
2019. Learning proverbs through telecollaboration with Japanese native speakers: facilitating L2 learners’ intercultural communicative competence. Asian-Pacific Journal of Second and Foreign Language Education 4:1
Ishihara, Noriko & Yumi Takamiya
2014. Pragmatic Development through Blogs. In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ], ► pp. 137 ff.
Ishihara, Noriko & Yumi Takamiya
2019. Pragmatic Development Through Blogs. In Computer-Assisted Language Learning, ► pp. 829 ff.
Luo, Han & Chunsheng Yang
2018. Twenty years of telecollaborative practice: implications for teaching Chinese as a foreign language. Computer Assisted Language Learning 31:5-6 ► pp. 546 ff.
Maa, Joy & Katharine E. Burns
2021. A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions. Foreign Language Annals 54:1 ► pp. 207 ff.
Sykes, Julie & Marta González-Lloret
2020. Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces. CALICO Journal 37:1
Sykes, Julie M.
2017. Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 118 ff.
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