Abstract
Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
Highlights
Any approach to explicit pragmatic instruction in the world language classroom must address both the patterns and variation in the way humans communicate with one another
Oxford (2017, p. 48) offers a comprehensive definition intended to provide closure at the definitional level. She indicates in her definition that strategies are contextually-specific thoughts and actions that can be both mental and physical; Strategies and interlanguage pragmatics: Explicit and comprehensive that they can be combined in clusters or chains; that they can have cognitive, emotional, and social roles to play as determined by the individual; and that their use in self-regulation is complex in nature
This article has demonstrated how a systemic look at strategies for interlanguage pragmatics (ILP) development applies across an extended framework of ILP which includes language knowledge, analysis, learner subjectivity, and an awareness of emotions
Summary
This chapter explores an explicit, strategies-based approach to the learning of interlanguage pragmatics (ILP), or the learners’ ability to communicate and interpret meaning in interaction. Drawing on learning and use strategies, the paper addresses a fundamental need for explicit instruction using examples from a variety of languages and offers a synthesis of the various approaches to explicit strategies-based instruction (e.g., by goal, by function, or by skill). It explores ILP strategies through the lens of a comprehensive model that includes pragmatic knowledge, the ability to analyze pragmatic components of language, learner choice (i.e., subjectivity), and emotional awareness.
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