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L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 293–318

Chapter 12
A concept-based approach to teaching L2 pragmatics

| University of Aizu
| University of Aizu

We use a concept-based instruction (CBI) approach to teach L2 English oral requests among Japanese EFL learners. Control (n = 30) and enrichment groups (n = 26) participated in a classroom-based investigation of CBI and requests. The enrichment group engaged in a short CBI programme, while the control group received no instruction. Pre- and post-enrichment phases for both groups consisted of role play-type tasks in dyads, and self-assessment of performances. Comparing these phases, the enrichment group saw a significant increase in self-evaluation scores; similarly, analysis of request performances found significant increases in conversational features and strategies. However, there was no significant change in the ways enrichment group participants connected their language choices to social context. Results are discussed, and implications for classroom practice suggested.

Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Requests and teaching
    • 2.2Concept-based instruction
    • 2.3CBI research on second language learning and pragmatics
  • 3.Method
    • 3.1Context and participants
    • 3.2Assessment tasks
    • 3.3Programme of instruction
    • 3.4Analysis of oral request-in-interaction performances
    • 3.5Analysis and statistics
  • 4.Results
    • 4.1Self-assessments
    • 4.2Conversational features
    • 4.3P, D and R language choices
    • 4.4Internal modification strategies
  • 5.Discussion
  • 6.Conclusions
    • 6.1Limitations
    • 6.2Pedagogical implications
    • 6.3Future directions
  • References
  • Appendix
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.12nic
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