View Content #17794

By Julie Sykes, CASLS Director

Although still lacking empirical validation, one area of language learning that stands to benefit from explicit strategic instruction is that of interlanguage pragmatic development (you can read more about pragmatics in this InterCom article from February). Through strategic approaches to communication, learners can equip themselves with strategies to address a wide variety of pragmatic behaviors and, as a result, numerous contexts with expert speakers. Cohen (2005) presents an initial taxonomy of strategies that are especially relevant for the development of second language pragmatics. He classifies the strategies in three areas – learning strategies, use strategies, and metapragmatic considerations.

Learning strategies highlight ways in which learners acquire pragmatic knowledge. This includes, for example, the observation of expert speakers, cross-cultural/cross-contextual analysis and observation, access to explicit instructional materials and research, and analysis of variation across different social dimensions (e.g., power or distance).

Use strategies are suggested as aids to enhance learners' use of their pragmatic knowledge during spoken and written interaction. Sample strategies in Cohen's taxonomy include: practice and preparation for upcoming situations, memory retrieval devices for accessing relevant formulae, the use of communication strategies to mitigate pragmatic performance (e.g., alerting the interlocutor an apology is coming), and explicit subjective choice about when, and when not, to apply pragmatic moves.

Metapragmatic considerations are explicit choices made by learners based on knowledge and experience. This includes choices about target language functions, timing, organization of discourse, gesture, and the choice of comprehension vs. production.

Used simultaneously, these types of strategies can aid learners as they acquire knowledge about appropriate use and interpretation of language functions. The application of strategies for interlanguage pragmatics is relatively new, yet provides one approach to the teaching and learning of pragmatic behaviors.

References

Cohen, A. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301.