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Naoko Taguchi is Associate Professor of Japanese and Second Language Acquisition at Carnegie Mellon University.  Her research interests include pragmatics in second language acquisition, second language education, and classroom-based research.

Why is technology important in teaching pragmatics? The very nature of pragmatics tells us how technology can be a good fit in pragmatics instruction. LoCastro (2003) defines pragmatics as “the study of speaker and hearer meaning created in their joint actions that include both linguistic and non-linguistic signals in the context of socioculturally organized activities” (p.15). Given this definition, teaching pragmatics inevitably involves several key elements: interaction, functional language use, and social context. Technology gives leverage in incorporating these elements in teaching materials effectively. Technology-mediated platforms such as CMC, blogs, video conferencing, social networking, self-access online materials, and gaming in a virtual space, have been applied to pragmatics teaching with great benefit (Taguchi & Sykes, 2013). These tools have provided context-rich environment in which learners engage in electronic dialogues with their peers and practice pragmatic-oriented language use in social interaction. They have also allowed learners to simulate different participant roles and perform pragmatic functions in diverse social settings.

To give an example, Cunningham and Vyatkina (2012) used video conferencing to teach polite modal verbs and subjunctive mood in a German class in a U.S. university. They gave information about these forms via worksheet and had learners engage in web conferences with German-speaking professionals using Adobe Connect Pro. Telecollaboration here was critical because interaction with real German professionals provided space for learners to practice formal, politeness structures for authentic purposes. In another example, Takamiya and Ishihara (2013) used blogging in promoting cross-cultural understanding. Learners of Japanese in U.S.A. and Japanese college learners in Japan discussed the use of speech acts (e.g., thanking, refusals) via blogs. Learners posted their perceptions and understanding of how speech acts are preformed in Japanese. Native speaker peers responded to their inquiries and assisted their understanding of culture-specific practice.

These real-life classroom practices illustrate the benefits of technology: Technology helps connect learners with their peers across distance and facilitate cross-cultural interaction. Via synchronous and asynchronous communication, learners gain opportunities to observe and practice authentic pragmatic behavior, and receive information about sociocultural meaning behind language use. With a surge of Web 2.0 and social networking, digitally-mediated communication will hold even a greater promise in the future as a site for learning pragmatics. Similarly, gaming and virtual interaction, if structured properly by instructors, could prove as a useful alternative space where learners can practice pragmatic functions in simulated, multimodal interaction. Authenticity, interaction-rich learning environment, and contextualized language use are all important for learning pragmatics, but hard to attain in formal classrooms. Technology could be a solution to this.

Cunningham, J., & Vyatkina, N. (2012). Telecollaboration for professional purposes: Towards developing a formal register in the foreign language classroom. The Canadian Modern Language Review, 68, 422-450.

LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor, MI: The University of Michigan Press.

Taguchi, N., & Sykes, J. (2013). Technology in interlanguage pragmatics research and teaching. Amsterdam/Philadelphia: John Benjamins.

Takamiya, Y., & Ishihara, N. (2013). Blogging: Cross-cultural interaction for pragmatic development. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.185-214). Amsterdam/Philadelphia: John Benjamins.