What is it about?
This paper looks at setting up and using role-play to develop and assess pragmatic competence in L2 through speaking situations using a rubric based on pragma-linguistic, meta-pragmatic and socio-pragmatic categories. Engaging meta-pragmatic interactions preceded the role-plays, and formal and informal instructor feedback related to implicature, prosody, implicit understandings, direct conversation strategies, grammar, and vocabulary.
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Why is it important?
As part of a larger study on developing and assessing oral pragmatic competence in EAP, this naturalistic study shows how a particular approach of classroom interaction and categorized analysis builds both pragmatic awareness and performance in course-end role-plays.
Perspectives
The "pedagogy of pragmatics" has emerged as a highly complex and multi-dimensional challenge. Bridging from classroom presentation and practice to functional real-world use is even more difficult. For higher levels of pragmatic competence it appears that a combination of multi-faceted role-play and dialogic meta-pragmatic discourse provides the sort of engagement necessary to develop and assess pragmatic competence.
Angelina Van Dyke
Simon Fraser University
Read the Original
This page is a summary of: Role-play and dialogic meta-pragmatics in developing and assessing pragmatic competence, Pedagogical Linguistics, September 2022, John Benjamins,
DOI: 10.1075/pl.22004.van.
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