Strategies and interlanguage pragmatics: Explicit and comprehensive

Julie M. Sykes · Andrew D. Cohen

20 citations0/0 files storedStudies in Second Language Learning and Teaching

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Linguistics and Language Analysis EFL/ESL Teaching and Learning Second Language Acquisition and Learning

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.

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2017Teaching and researching language learning strategies : self-regulation in context 2013Language Learning & Language Teaching 2001Evaluating the empirical evidence: Grounds for instruction in pragmatics?2015Instructed pragmatics at a glance: Where instructional studies were, are, and should be going 2005On the effects of instruction in second language pragmatics 2006Internet-mediated intercultural foreign language education 2011Leveraging Mobile Games for Place-Based Language Learning 2007Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests

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2023The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels

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