Closing a Conversation in the L2 Classroom: a Content-based Approach
Class
Article
Graduation Year
2018
College
College of Humanities and Social Sciences
Department
Languages, Philosophy and Communication Studies Department
Faculty Mentor
Dr. Karin deJonge-Kannan
Presentation Type
Oral Presentation
Abstract
To be considered proficient in another language, speakers need to master more than linguistic form (LoCastro, 2012). In addition to linguistic proficiency, pragmatic proficiency is a key area of concern (Celce-Murcia, 2007). Appropriate enactment of pragmatic norms enables language learners to interact effectively in the target-language community. Some challenges associated with the development of pragmatic competence involve learners relying on norms from their native language / culture, having a lack of grammatical knowledge, and being unaware of the target culture. This research investigates how to teach second-language learners a particular speech act: closing a conversation. The authors propose a concept-based approach to teaching language learners how to close a conversation in English. This approach integrates awareness raising, planning, practice (with emphasis on role-play), and review. The authors argue that through direct instruction, second-language learners can acquire the pragmatic skills for closing a conversation appropriately.
Location
Room 101
Start Date
4-13-2017 9:00 AM
End Date
4-13-2017 10:15 AM
Closing a Conversation in the L2 Classroom: a Content-based Approach
Room 101
To be considered proficient in another language, speakers need to master more than linguistic form (LoCastro, 2012). In addition to linguistic proficiency, pragmatic proficiency is a key area of concern (Celce-Murcia, 2007). Appropriate enactment of pragmatic norms enables language learners to interact effectively in the target-language community. Some challenges associated with the development of pragmatic competence involve learners relying on norms from their native language / culture, having a lack of grammatical knowledge, and being unaware of the target culture. This research investigates how to teach second-language learners a particular speech act: closing a conversation. The authors propose a concept-based approach to teaching language learners how to close a conversation in English. This approach integrates awareness raising, planning, practice (with emphasis on role-play), and review. The authors argue that through direct instruction, second-language learners can acquire the pragmatic skills for closing a conversation appropriately.