Teaching Pragmatics in EFL Contexts

Introduction
Understanding pragmatics is crucial in English language education, especially for EFL learners who may possess grammatical accuracy yet struggle with social appropriateness in communication. This unit aims to equip MA students in Applied Linguistics with theoretical and pedagogical insights into the teaching of pragmatics in EFL contexts. The following sections provide conceptual explanations, illustrative examples, critical analyses, and reflective prompts designed for self-guided learning.

Defining Pragmatics and Its Relevance in EFL
Pragmatics refers to the study of how language is used in context to achieve communication goals. Unlike grammar, which focuses on form, pragmatics emphasizes meaning-making in social interaction. It encompasses speech acts, politeness, implicature, deixis, and turn-taking. In EFL settings, students often lack exposure to authentic communicative norms, making pragmatic instruction vital for developing intercultural competence.

For instance, a grammatically correct sentence such as "Give me your pen" may appear impolite in English, where indirectness is preferred. A more pragmatically appropriate version might be: "Could I borrow your pen, please?" Such contrasts highlight the need for learners to move beyond grammar to consider social norms and expectations.

To deepen your understanding, consider the following reflection task:

Reflect on a time you or someone you know used English in a way that caused pragmatic misunderstanding. What went wrong? How could the communication have been improved?

Dimensions of Pragmatic Competence
Pragmatic competence comprises two interrelated dimensions: pragmalinguistic and sociopragmatic knowledge. Pragmalinguistics involves the linguistic resources for performing communicative acts, while sociopragmatics pertains to social norms governing language use in specific contexts.

Consider the function of refusing an invitation. In English, a refusal might be expressed as, "I'm afraid I can't," often accompanied by a reason or apology. In contrast, learners from cultures that value directness may omit these face-saving elements, leading to unintended rudeness.

Choose one speech act (e.g., requesting, apologizing, complimenting). Compare how it is expressed in English versus Vietnamese. What sociocultural differences do you observe?

Challenges in Teaching Pragmatics
Teaching pragmatics in EFL contexts poses several challenges. These include limited access to authentic language input, teacher unfamiliarity with pragmatic norms, and curricular emphasis on grammar and vocabulary at the expense of discourse-level competence. Moreover, textbooks frequently contain formulaic and inauthentic dialogues that do not reflect natural interaction.

Consider a typical textbook exchange:

A: How are you?
B: I'm fine, thank you. And you?

While grammatically sound, this interaction fails to capture the variability and nuance of real-life greetings. Learners exposed only to such dialogues may struggle with spontaneous interaction in English-speaking environments.

Examine a textbook or lesson plan you have used. Does it include pragmatic instruction? How could it be improved to better reflect authentic language use?

Approaches to Teaching Pragmatics
Several instructional approaches have been found effective in developing learners' pragmatic competence. These include explicit instruction, awareness-raising tasks, discourse completion tasks (DCTs), role plays, and the use of audiovisual input. Each approach varies in the degree of learner autonomy and authenticity of language exposure.

For example, a lesson on apologies might include viewing clips from a TV drama, analyzing the expressions used, and role-playing different scenarios with escalating severity. This allows learners to explore the pragmatic nuances of intensity, sincerity, and face-saving.

Design a short lesson to teach a pragmatic function (e.g., giving advice, making requests). Outline the goals, materials, tasks, and assessment ideas.

Assessing Pragmatic Competence
Assessing pragmatics is inherently complex due to its context-sensitive nature. However, both direct and indirect methods are used in classroom and research settings. Direct methods, such as role plays, allow for performance-based assessment. Indirect methods, such as multiple-choice DCTs or appropriateness rating tasks, offer controlled measures but may lack interactional authenticity.

A balanced approach may combine these methods with reflective explanation. For instance, asking students to justify their DCT responses can shed light on their sociopragmatic awareness.

Create one pragmatic assessment item (DCT, role play, or scenario-based task). Describe what it measures and how you would evaluate learner responses.

Final Reflection
Teaching pragmatics is essential for fostering communicative and intercultural competence in EFL learners. However, it requires educators to critically evaluate existing materials, design context-sensitive activities, and balance explicit instruction with opportunities for authentic interaction. By integrating pragmatics into the curriculum, teachers can help learners navigate real-world communication more effectively.

After reading this unit, reflect on the following: What are the major barriers to teaching pragmatics in your context? What specific strategies or resources might help overcome them? How will you integrate pragmatic instruction in your future teaching or research?