Title of Oral/Poster Presentation

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

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Apr 13th, 9:00 AM Apr 13th, 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.