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1. Introduction to Teaching Pragmatics (Reprinted from the online book Teaching Pragmatics, published by the Office of English Language Programs)

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   Second and foreign language learners use English differently than native speakers do, especially in regard to greetings, closings, and managing conversations. Pragmatics does not receive the attention it should even though mistakes can be interpreted on a social and personal level. This article introduces a rationale for teaching pragmatics and discusses the goals. Teaching materials should include authentic language, and input should precede interpretation or production. Instructors may decide to use the L1 for raising awareness since these types of lessons are useful even for beginners.

2. Teaching Pragmatics

   Format(s): Text

   Teaching Pragmatics explores the teaching of pragmatics through lessons and activities.

3. Spot the Problem! (reprinted from Teaching Pragmatics)

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   This lesson plan considers pragmatic violations of openings, closings, and requests. These humorous role plays involve continuing a conversation when one person is trying to end it, being overly direct, and providing an overly informative answer to the greeting “How are you?” Textbooks may lack complete openings and closings, so it is worthwhile to spend time on post-openings and pre-closings. Politeness in English may be problematic for EFL learners because of the lack of grammatical forms that mark it.

4. Developing Pragmatic Competence in the EFL Classroom

   In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

   Pragmatic competence is an important part of communicative competence, yet it is often insufficiently addressed. This article outlines a program of four lessons on the speech acts of openings and closings. Lessons examine dialogues for cultural differences regarding forms of address, abruptness, expected responses, and so on. Students also consider pre-closing phrases, ways to express politeness, and formality. Finally, students expand an artificial dialogue to make it more realistic. Activities include translation, pair work, creative writing, class discussion, and role play.

5. Module 2: Building Language Awareness

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video

   This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video that is focused on the details of the language within the context of language input.

6. Using Replacement Performance Role-Plays in the Language Classroom

   In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

   Replacement performance role plays are a different type of role play. Rather than memorizing or writing a dialogue, this activity asks learners to listen and consider other possible responses. Students decide which character will be replaced and what they will do differently. Even shy learners or ones with lower proficiency levels can be involved because it is less overwhelming than writing a dialogue. The activity develops pragmatic competence and critical thinking skills. Popular TV shows can be used.

7. Using Comics in the English Language Classroom

   In: American English Webinars Format(s): Text, Video

   This webinar demonstrates the universality of comics for any language classroom, showing how multi-skill comic activities can be used with students of all ages and ability levels.

8. Bringing One Language to Another: Multilingualism as a Resource in the Language Classroom

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   Many EFL students are already multilingual, but they may not realize the strengths they bring to language learning. This article calls on instructors to help students develop language awareness and guide them to find ways to apply what they know about language. The author shows how this process occurred in a sociolinguistics course and includes sample lessons for all ages and a variety of levels of proficiency. Lessons incorporate the students’ language knowledge in such skill areas as grammar and vocabulary.

9. Intercultural Training with Films

   In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

   This article discusses the use of film in the classroom to promote a better understanding of cross-cultural interaction. Examples are provided of films that feature issues in intercultural communication, such as nonverbal communication, cultural traditions, stereotypes, and individualism vs. collectivism. The article also includes guidelines for using films in the classroom as well as pre-, during, and post-viewing activities.

10. Scaffolding Linguistics and Intercultural Goals in EFL with Simplified Novels and their Film Adaptations

    In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

    This article argues that exposure to culture will help students develop complex linguistic and cultural skills. The authors discuss the use of graded literary readers, audio resources, and films. They present a detailed description of the implementation and results of two simplified novel modules in an EFL program.

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