Cover not available
Part of
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. 319–339

Chapter 13
A task-supported language approach to teaching L2 pragmatics

| Universitat de Barcelona

The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course. Three ‘podcast’ topic-related units were designed and incorporated into the classroom syllabus. First, students were introduced to the topic through input and metapragmatic explanations on ways of agreeing/disagreeing and showing interest that activated their schemata. Second, students were asked to work in pairs and create three podcasts. The findings show that the podcast tasks seemed to provide learners with a meaningful context so as to use the pragmatic strategies presented in the metapragmatic explanations, which were used consistently throughout the podcasts.

Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Teaching pragmatics through tasks
    • 2.2Technology, pragmatics and tasks
  • 3.Method
    • 3.1Participants
    • 3.2Pedagogical intervention
      • 3.2.1Needs analysis
      • 3.2.2The podcast topic-related units
      • 3.2.3The target pragmatic expressions
      • 3.2.4The task: The podcast
    • 3.3Data analysis
  • 4.Results
    • 4.1Podcast 1: Have we become phone addicts?
    • 4.2Podcast 2: Family relations in TV series and movies
    • 4.3Podcast 3: What’s best on Netflix and HBO?
  • 5.Discussion
  • 6.Pedagogical implications
  • 7.Conclusion
    • 7.1Limitations and future directions
  • Acknowledgements
  • Notes
  • References
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.13bar
References
Alcón, E.
(2018) Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In N. Taguchi, & Y. Kim (Eds.), Task-based language teaching (pp. 56–81). John Benjamins. DOI logoGoogle Scholar
Barón, J., Celaya, M. L., & Levkina, M.
(2020) Learning pragmatics through tasks: When interaction plays a role. Applied Pragmatics, 2(1), 1–25. DOI logoGoogle Scholar
Barón, J., & Celaya, M. L.
(2022) ‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Language Teaching Research, 26(2), 238–255. DOI logoGoogle Scholar
Cunningham, D. J.
(2016) Request modification in synchronous computer-mediated communication: The role of focused instruction. Modern Language Journal, 100(2), 484–507. DOI logoGoogle Scholar
Ellis, R., & Shintani, N.
(2013) Exploring language pedagogy through second language acquisition research. Routledge. DOI logoGoogle Scholar
Fukuya, Y. J., & Martínez-Flor, A.
(2008) The interactive effects of pragmatic-eliciting tasks and pragmatic instruction. Foreign Language Annals, 41(3), 478–500. DOI logoGoogle Scholar
Gilabert, R., & Barón, J.
(2013) The impact of increasing task complexity on L2 pragmatic moves. In K. McDonough, & A. Mackey (Eds.), Second language interaction in diverse contexts (pp. 45–70). John Benjamins. DOI logo.Google Scholar
(2018) Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi, & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (pp. 160–190). John Benjamins. DOI logoGoogle Scholar
Gilabert, R., & Malicka, A.
(2021) From needs analysis to task selection, design, and sequencing. In M. Ahmadian, & M. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 226–249). Cambridge University Press. DOI logoGoogle Scholar
González-Lloret, M.
(2008) Computer-mediated learning of L2 pragmatics. In E. Alcón-Soler, & A. Martínez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 114–132). Multilingual Matters. DOI logoGoogle Scholar
(2016) The construction of emotion in multilingual computer-mediated interaction. In M. T. Prior, & G. Kasper (Eds.), Emotion in multilingual interaction (pp. 291–313). John Benjamins. DOI logoGoogle Scholar
(2019) Task-based language teaching and L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 338–352). Routledge. DOI logoGoogle Scholar
(2021) Why does pragmatic matter? ITAP Opening Workshop.Google Scholar
(2022) Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research, 26(2), 173–189. DOI logoGoogle Scholar
González-Lloret, M., & Ortega, L.
(Eds.) (2014) Technology-mediated TBLT: Researching technology and tasks. John Benjamins. DOI logoGoogle Scholar
(2018) Pragmatics, tasks, and technology: A synergy. In N. Taguchi, & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (191–216). John Benjamins. DOI logoGoogle Scholar
Holden, C., & Sykes, J.
(2012) Mentira: Prototyping language-based locative gameplay. In S. Dikkers, J. Marin, & B. Coulter (Eds.), Mobile media learning: Amazing uses of mobile devices for teaching and learning (pp. 111–130). ETC Press. DOI logoGoogle Scholar
Kasper, G.
(2006) Speech acts in interaction: Towards discursive pragmatics. Pragmatics and Language Learning, 11, 281–314.Google Scholar
Kim, E. Y. A., & Brown, L.
(2014) Negotiating pragmatic competence in computer mediated communication: The case of Korean address terms. Calico Journal, 31(3), 264–284. DOI logoGoogle Scholar
Kim, Y., & Taguchi, N.
(2015) Promoting task-based pragmatics instruction in EFL classroom context: The role of task complexity. Modern Language Journal, 99, 656–677. DOI logoGoogle Scholar
(2016) Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 42–57. DOI logoGoogle Scholar
Long, M. H.
(1985) A role for instruction in second language acquisition: Task-based language training. In K. Hyltenstam, & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Multilingual Matters.Google Scholar
(2015) Second language acquisition and task-based language teaching. Wiley-Blackwell.Google Scholar
(2016) In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33. DOI logoGoogle Scholar
MacWhinney, B. D.
(2000) The CHILDES project: Tools for analyzing talk (3rd ed.). Lawrence Erlbaum Associates.Google Scholar
Martínez-Flor, A., & Usó-Juan, E.
(2010) Pragmatics and speech act performance. In A. Martínez-Flor, & E. Usó-Juan (Eds.), Speech act performance: Theoretical, empirical and methodological issues (pp. 3–20). John Benjamins. DOI logoGoogle Scholar
(2020) Teaching speech acts in a second language. In K. P. Schneider, & E. Ifantidou (Eds.), Developmental and clinical pragmatics (pp. 269–299). Mouton de Gruyter. DOI logoGoogle Scholar
Neary-Sundquist, C.
(2014) The use of pragmatic markers across proficiency levels in second language speech. Studies in Second Language Learning and Teaching, 4(4), 637–663. DOI logoGoogle Scholar
Nunan, D.
(2004) Task-based language teaching. Cambridge University Press. DOI logoGoogle Scholar
Plonsky, L., & Zhuang, J.
(2019) A meta-analysis of L2 pragmatics instruction. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 287–307). Routledge. DOI logoGoogle Scholar
Taguchi, N.
(2015) Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1–50. DOI logoGoogle Scholar
Taguchi, N., & Kim, Y.
(2018) Task-based approaches to teaching and assessing pragmatics: An overview. In N. Taguchi, & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (pp. 2–24). John Benjamins. DOI logoGoogle Scholar
Tateyama, Y.
(2019) Pragmatics in a language classroom. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 400–412). Routledge. DOI logoGoogle Scholar
Willis, J.
(1996) A framework for task-based learning. Longman.Google Scholar