The development of pragmatic competence is essential for foreign language learners to be able to produce meaningful communications in the target language. Studies addressing the realization of speech acts by second- or foreign-language learners (Bardovi-Harlig, 2001;Bardovi-Harlig & Hartford, 1990; Olshtain & Blum-Kulka, 1985) have found that even advanced language learners still often face challenges in communicative contexts. Even with the calling for need in pragmatic instruction in the present theory and research reports, foreign language classrooms remain the focus on grammar-oriented instruction, and pragmatic development of language learners has been overlooked. Previous studies suggested that when pragmatics is not a planned subject in a second or foreign language classroom, the opportunities for developing pragmatic competence is quite limited (Kasper, 2000). This study investigated the effect of pedagogical intervention through cultural projects learning on Chinese learners’ development of pragmatic competence. Findings suggest that through a systematic pedagogical intervention helps raising Chinese language learners’ pragmatic awareness and development of learners' pragmatic competence.
Chia-Ning Jenny Liu, Defense Language Institute, United States
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
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