Sessions / Pragmatics (PRAG)
Research on pragmatics is generally from only one research perspective. However, this forum will bring together three researchers each with their separate research agendas: conversation analysis, discourse analysis, and sociolinguistics. These analysts will explain their overall approach and demonstrate the key steps in their analysis of the shared transcripts. This session will raise awareness of the differences and commonalities of the research perspectives, and, in addition, provide further insight into the pragmatics of real-life interaction.
A questionnaire was given to 26 Japanese working women and 25 Japanese female college seniors to investigate what speech acts they wanted to have learned in college English courses. The results showed that 84.6% of the working women wished they had learned making suggestions. Then, eight business English course books were investigated. Four of them included making suggestions but none gave instruction related to sociocultural information necessary to use this speech act appropriately.
This study explores the pragmatics of aviation english (AE) used between pilots and air traffic controllers in radiotelephony communications. AE is composed of a combination of highly prescribed aviation phraseology and plain English for non-routine situations. Although politeness is often considered superfluous in AE, negotiation of face and (im)politeness emerges especially when using plain English. Based on the findings, we offer suggestions for interactional training and testing for native and nonnative English-speaking aviators.
This conversation analysis study aims to explore the politeness and impoliteness strategies applied by participants in a reality TV courtroom. The results show that positive impoliteness and positive politeness strategies are used more frequently than other strategies, indicating that the participants are likely to attack or save another’s positive face. Findings indicate that power dynamics among participants influences how and when they apply impoliteness strategies.
Many of the speech acts in pedagogical materials are introduced out of context. Beginner-level ELT textbooks are full of visuals which may facilitate learners to comprehend the texts. This study explores the role of these visuals associated with speech acts and how they can provide learners with contextual information to choose appropriate language use. In the end, some practical suggestions are made as to how teachers might compensate for the insufficiencies of these materials.
This study examines how team teaching with a teaching assistant (TA) can construct an interactional approach where a student’s learning takes place in the English for academic purposes (EAP) classroom. Microanalysis of 294 video-recorded EAP classroom interactions in Japanese universities revealed that the “team-feedback sequence” about the students’ task performance constructs a learning-rich moment. By using a two-step guide for understanding the point within the sequence, the students became socialized into academic discourse.
By adopting conversation analysis, this study examines how English as a lingua franca (ELF) speakers manage their intercultural communication through code-switching in a task-based language activity at a university. The analysis shows that ELF speakers employed code-switching as an interactional resource to enhance their communication, build social relationships, and preserve the face of the participants.
This presentation examines results of a study into Japanese college students’ expressions of disagreement in informal English-language contexts, and how they compare with those of native English speakers. It goes on to consider ways in which ESL teachers can help students develop their pragmatic discussion skills, and build the confidence which will allow them to share their opinions honestly, but in a manner appropriate for the situation.
TESOL classrooms appear to lack instruction on how to avoid conversations the learner would rather not have. Furthermore, many learners believe that they must answer any questions asked in an English conversation classroom. This combination may inhibit learning acquisition as well as pose other problems. This presentation will share classroom techniques for ending or changing topics and techniques for politely dealing with invasions of privacy. The presentation concludes with a question and answer session.
Since pragmatic features of every language stem in the culture of that language, willingness to learn the cultural aspects of target language might have a significant effect on the development of target language pragmatic competence. To this end, the current study was conducted to investigate the effect of instructing target language cultural features as well as the effect of attitude toward target language culture on the development of comprehension and production aspects of pragmatic competence.
This presentation reports the findings from an English online discussion forum that employs the LINE smartphone application to investigate the effect of instruction on Japanese university students’ use of nonverbal markers (emoji and punctuation) to strengthen an opinion’s implied meaning in online discussion. The findings report on participants’ nonverbal marker use, pre-instruction and post-instruction, for two levels of EFL language proficiency.
Autoethnography is an intriguing method in qualitative research utilizing data about self to understand the connectivity between self and others. Reflecting on the presenter’s journal entries, this study explores critical factors to bridge some problematic gaps that may have hindered effective TESOL endeavors in the Japanese context. Through the connectivity in the autoethnographic approach, open dialogue with the audience can be created to collaboratively explore approaches to bridge those gaps.
In this workshop, participants will be led through the qualitative research process of a recently completed project using critical discourse analysis to analyze higher education job advertisements (Muller & Skeates, 2020). Discussion topics will include how the project was conceived, decisions regarding methodology, the coding process, and how collaboration strengthened the research. We will conclude with a practical discussion of how workshop participants can plan and execute their own qualitative research projects.