Pragmatics instruction in the training of English teachers
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Authors
Valdés, Guillermina Guadarrama
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study was conducted at the Normal of Tenancingo, Mexico, with a group of 14 third-semester undergraduate students studying to become English teachers. The students, mostly at CEFR A1-A2 levels, were learning Pragmatics, a recently introduced subject in the teacher training syllabus. Pragmatics, which focuses on interpreting intentions and contextual meanings in communication, posed challenges for the students due to their low language proficiency and reliance on literal translation.
Aims: The project aimed to identify effective strategies to teach Pragmatics practically and meaningfully. Specifically, it sought to raise students' awareness of how language functions in context, help them exemplify pragmatic concepts, and use appropriate resources to make learning engaging and comprehensible.
Methods: The study employed questionnaires, focus group discussions, and reflective journal entries. During the implementation, Guillermina introduced strategies such as pre-teaching key vocabulary with images, using multimedia resources (e.g., videos, comic strips, songs), and designing practical exercises where students produced their own examples of speech acts. These actions aimed to make Pragmatics accessible and relevant to students' lives.
Findings: Students expressed interest in learning Pragmatics and found it useful for communicating and teaching. Pre-teaching vocabulary improved comprehension, as students used the words during practical tasks. Resources like images and short videos were particularly effective in clarifying abstract concepts. Students demonstrated greater awareness of contextual factors in communication and could explain and exemplify speech acts, though a few still struggled with production. Practical activities, such as creating dialogues and applying Pragmatics theories, were well-received, enhancing students' understanding and engagement.
Implications: This study highlights the value of using multimedia resources, pre-teaching vocabulary, and designing practical tasks to teach Pragmatics effectively. Teachers might explore these approaches to help learners develop awareness of language use in context, even at lower proficiency levels. Directly involving students in the learning process and considering their feedback can provide valuable insights to improve teaching practices.
Aims: The project aimed to identify effective strategies to teach Pragmatics practically and meaningfully. Specifically, it sought to raise students' awareness of how language functions in context, help them exemplify pragmatic concepts, and use appropriate resources to make learning engaging and comprehensible.
Methods: The study employed questionnaires, focus group discussions, and reflective journal entries. During the implementation, Guillermina introduced strategies such as pre-teaching key vocabulary with images, using multimedia resources (e.g., videos, comic strips, songs), and designing practical exercises where students produced their own examples of speech acts. These actions aimed to make Pragmatics accessible and relevant to students' lives.
Findings: Students expressed interest in learning Pragmatics and found it useful for communicating and teaching. Pre-teaching vocabulary improved comprehension, as students used the words during practical tasks. Resources like images and short videos were particularly effective in clarifying abstract concepts. Students demonstrated greater awareness of contextual factors in communication and could explain and exemplify speech acts, though a few still struggled with production. Practical activities, such as creating dialogues and applying Pragmatics theories, were well-received, enhancing students' understanding and engagement.
Implications: This study highlights the value of using multimedia resources, pre-teaching vocabulary, and designing practical tasks to teach Pragmatics effectively. Teachers might explore these approaches to help learners develop awareness of language use in context, even at lower proficiency levels. Directly involving students in the learning process and considering their feedback can provide valuable insights to improve teaching practices.
Description
Keywords (free text)
english as a foreign language , pragmatics instruction , contextual meaning , multimedia resources , speech acts , english teacher training , exploratory action research