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Tackling interlanguage pragmatics in the second language (L2) classroom can be both rewarding and challenging.  Here, we examine four elements of pragmatic instruction that can be used at all proficiency levels.

Observation: Typically serving as an introduction to the pragmatic behaviors surrounding a language function, observation is used to make students aware of structures and contextual behaviors in both their own language and the target language.  For example, leaners might be shown two or three video clips of compliments and their responses and be asked to note what they see.  In this scenario, guiding observation questions could include: What do you notice about responses people give when getting a compliment? What are the topics of the response? Does the person thank the other for the compliment? Do they accept the compliment?  Does this response vary based on who gave the compliment?  In what ways?  How does the response change based on who is talking? In what ways is this compliment response behavior similar to another language you speak?  In what ways is it different?

Interpretation: In this stage, learners move beyond observation and begin to interpret what they see and hear in interactions.  Interpretation activities ask learners to evaluate the intended meaning of the language function being considered.  For example, continuing with the case of compliments, an instructor could compile 5-7 compliment scenarios that contain sarcasm and ask the learner to decide whether or not the interaction counted as a compliment sequence. Additionally, leaners could be asked to decide whether or not compliment responses were sincere and appropriate.  At the interpretation phase, the instructor can help learners begin to process various factors which might influence their interpretation (e.g., What is the function of sarcasm in Portuguese? Can a compliment response contain reference to money in Japanese?).

Production: At the production stage, learners are encouraged to create their own utterances and begin to interact in pragmatically appropriate ways.  Activities can include role plays where learners compliment one another, completing cartoons by giving appropriate (or, at the advanced level, inappropriate) compliment responses, and sample chat interactions in which the learners engages in computer mediated communication to share compliments. Key to production tasks is a focus on the communication of meaning and appropriate pragmatic behavior.

A Strategic Approach: The variance of pragmatic behaviors and absence of a standard model, requires learners also learn the skills to deal with pragmatic elements of language as part of their learning experiences. Cohen (2005) identifies three types of key learner strategies - (1) strategies for initial learning, (2) strategies for using what has already been learned, and (3) learners’ metapragmatic considerations regarding the deployment of these strategies.

References

Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2, 275-301.

Here are sample materials in Spanish (http://www.carla.umn.edu/speechacts/sp_pragmatics/home.html) and Japanese (http://www.carla.umn.edu/speechacts/japanese/introtospeechacts/index.htm).