Chapter published in:Task-Based Approaches to Teaching and Assessing Pragmatics
Edited by Naoko Taguchi and YouJin Kim
[Task-Based Language Teaching 10] 2018
► pp. 192–214
Pragmatics, tasks, and technology
This chapter explores the relationship among pragmatics, tasks, and technology when the goal is to support the development of pragmatics in a new language (L2). We view L2 pragmatic competence as culturally and situationally specific and inseparable from authentic communication, which encompasses both the face-to-face and digital worlds of people. Taking as a premise that optimal blends of tasks and new technologies can provide a programmatic framework for L2 instruction (González-Lloret & Ortega, 2014), including L2 pragmatics instruction, we first survey key existing task-based, technology-mediated approaches that incorporate a focus on the development of L2 pragmatics. We then choose two well-known areas of TBLT – cognitive task complexity (Robinson, 2011; Skehan, 2003) and needs analysis (González-Lloret, 2014) – to point at factors that can shape interactional pragmatics, and we show how they can be relevantly applied to technology-mediated tasks for the teaching and learning of L2 pragmatics. From a TBLT stance, we argue that the pragmatics-related demands of tasks might impact cognitive task complexity as an independent variable. From a technology-mediated TBLT stance, we propose that the systematic analysis of tasks in terms of pragmatics is necessary to carve a formal curricular place for L2 pragmatics instruction. We close the chapter by pointing at two fruitful future areas for investigating how the synergy among pragmatics, tasks, and technology can be optimized.
Published online: 15 August 2018
Alcón Soler, E.
Adams, R., & Alwi, N. A. N. M.
Belz, J. A.
Belz, J. A., & Kinginger, C.
Blattner, G., & Fiori, M.
Brown, P., & Levinson, S. C.
Canto, S., de Graff, R., & Jauregui, K.
Chapelle, C. A.
Çiftçi, E. Y.
Cunningham, D. J.
(2015) ‘Teacher! You need to give me back my homework:’ Assessing students’ needs for a pragmatics curriculum in an academic ESL program. In S. Gesuato, F. Bianchi, & W. Cheng (Eds.), Teaching, learning and investigating pragmatics: Principles, methods and practices (pp. 33–56). Newcastle upon Tyne: Cambridge Scholars.
Gass, S., & Varonis, E. M.
Gibbs, R. W.
Gilabert, R., & Barón, J.
González-Lloret, M., & Ortega, L.
(2015) Integrating American English pragmatic instruction in tourism training programs in Latin America: A materials portfolio (MA). University of Oregon. Retrieved from http://linguistics.uoregon.edu/wp-content/uploads/2015/09/Hertel-Kelsey-Aug-15.pdf
Holden, C., & Sykes, J. M.
Ishihara, N., & Tarone, E.
Itō, M., Baumer, S., Bittanti, M., & Antin, J.
Jauregi, K., & Canto, S.
in press). Mundos virtuales en la enseñanza de lenguas: Hacia un aprendizaje significativo a través de la interacción, la acción y el juego. In M. González-Lloret & M. Vinagre Eds. Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera Sheffield Equinox
Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M.
Jenks, C. J., & Brandt, A.
Jeon, E. H., & Kaya, T.
(1997) Can pragmatic competence be taught? (NetWork #6) Second Language Teaching and Curriculum Center, University of Hawai ’I, Retrieved August 20 2004, from http://www.nflrc.hawaii.edu/NetWorks/NW06/.
Kim, E. -Y., & Brown, L.
Kim, H. Y.
Kim, Y., & Taguchi, N.
Kinginger, C., & Belz, J. A.
Long, M. H.
Marsh, L., & Onof, C.
Nik, A. N. M. A., Adams, R., & Newton, J.
Norris, J. M.
O’Dowd, R., & Ware, P.
Ortega, L., & González-Lloret, M.
Pekarek Doehler, S., & Pochon-Berger, E.
(2015) The development of L2 interactional competence: Evidence from turn-taking organization, sequence organization, repair organization and preference organization. In T. Cadierno & S. W. Eskildsen (Eds.), Usage-based perspectives on second language learning (pp. 233–268). Berlin: Mouton de Gruyter.
Piirainen-Marsh, A. P., & Tainio, L.
Rose, K. R.
Spencer-Oatey, H., & Jiang, W.
(2008) Conversation analysis and community of practice as approaches to studying online community. LanguageInternet, 5. Retrieved from http://www.languageatinternet.de/articles/2008/1537
Sykes, J. M.
Taguchi, N., Kaufer, D., Gómez-Laich, M. P., & Zhao, H.
Thorne, S. L.
Tsai, M. -H., & Kinginger, C.
Van den Branden, K.
(2010) Intercultural learning in asynchronous telecollaborative exchanges: A case study. The Eurocall Review, 17. Available at: http://www.eurocall-languages.org/uploaded/EUROCALL_Review/review17.pdf.
Walther, J. B., Van der Heide, B., Ramirez, A., Burgoon, J. K., & Peña, J.
Youn, S. J.
Cited by 1 other publications
This list is based on CrossRef data as of 16 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.