Abstract
Abstract : Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication. Therefore, this paper proposes a story-based approach, particularly a joint storytelling with multi-party interaction, to deal with learners’ L2 sociopragmatic sensitivity. EFL learners with diverse cultural backgrounds need a motivating environment with agents that can co-construct experiences for optimum learning. By telling stories, learners are engaged in social relations that set them into interpersonal interaction demanding sociopragmatic awareness necessary for the development of their L2 sociopragmatic competence. For this purpose, classroom implementation follows the dimensions of embeddedness, tellership, and tellability while the learning sequence is based on co-constructed learning principles with four stages: setting the stage, executing the storytelling, monitoring the process, and evaluating the results. Future research may be conducted to test the compatibility of the model with actual EFL classroom instructions. permalink/DOI: dx.doi.org/10.17977/um015v45i22017p108
Highlights
Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication
An EFL learner may commit sociopragmatic failure in a commensality event with an American just at the beginning of the course if he has no clue of what he has to do in commensality
We are urged to find ways to cope with sociopragmatic sensitivity that may arise in EFL learning contexts
Summary
This section concerns three major issues: who EFL learners are, what type of learning environment they need, and what kind of practical solution may help them acquire sociopragmatic sensitivity. Teacher-student interaction has rarely served as a medium to co-construct a communicative action due to unequal status; and student-student interaction has been caught up in unnatural dyadic interaction following textbook practices This situation has led EFL learners to learn less about L2 pragmatic norms, both English pragmalinguistic and sociopragmatic norms. In EFL classrooms, a teacher may assign learners to do multi-party storytelling by drawing on different topics of their daily life interests. This activity allows learners to co-construct experiences and knowledge of the world as well as to learn sociopragmatic features needed during the dynamic participation
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