Raising the Pragmatic Consciousness of Turkish Prospective EFL Teachers

İngilizce’nin yabancı dil olarak öğrenildiği ortamlarda, erek dile ilişkin dil-bilgisinde yetkin, ancak günlük iletişimi sağlamak üzere yeterli bilgi ve beceriden yoksun öğrencilerle karşılaşmaktayız. Öğrencilerinin pragmatik yeterliklerini geliştirmek için yabancı dil eğitmenlerinin kendileri, pragmatik yeterliğin erek dilde oynadığı etkin rolün bilincinde olmaları gerekir. Bu çalışma, Türkiye İngilizce öğretmeni adaylarını pragmatik yeterlik konusunda bilinçlendirme amacıyla geliştirilmiş bir eğitim programını tanıtmaktadır. Otuz öğretmen adayı ile yapılan beş haftalık bu çalışmada öğretmen adaylarına gerekli kuramsal bilgi sunulmuş, özellikle farklı söz edimlere ilişkin uygulayımsal etkinliklerde yer almaları istenmiştir. Çalışmanın öğretmen adaylarının pragmatik yeterlik bilinçlerini geliştirme açısından başarılıolduğu gözlenmiştir.

İngilizce Öğretmeni Adaylarının Pragmatik Bilinçlerinin Geliştirilmesi

In many EFL contexts we encounter learners proficient in the grammar of the target language, yet lacking in pragmatic competence necessary for us-ing the language effectively in actual communication. Generally, L2 teachers do not teach pragmalinguistic information as they are not consciously aware of it or they lack the relevant knowledge themselves. The present study discusses the content of a five-week pragmatic consciousness-raising course given to thirty Turkish prospective teachers of English. During the course the participants were provided with the relevant theoretical knowledge and asked to take part in practical activities dealing with different speech acts. The course was observed to have achieved its aim in terms of raising the pragmatic consciousness of the prospective teachers.

PDF

___

Bardovi-Harlig, K. (1992). Pragmatics as a part of teacher education. TESOL Journal, 1, 28-32.
Bardovi-Harlig, K. (1999). “Exploring the interlanguage of interlanguage pragmatics”. Paper presented at Concordia University, Montreal Quebec.
Bardovi-Harlig, K. & Hartford, B. (1990). Congruence in native and non-native conversations: Status balance in the academic advising session. Language Learning, 40, 4, 467-501.
Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage Pragmatics. New York: Oxford University Press.
Billmyer, K. (1990). ‘I really like your lifestyle’: ESL learners learning how to compliment. Penn Working Papers in Educational Linguistics, 6, 31-48.
Borkin, A. & Reinhart, S. (1978). Excuse me and I’m sorry. TESOL Quarterly, 12(1), 57-69.
Bouton, L. (1994b). Conversational implicature in the second language: Learned slowly when not deliberately taught. Journal of Pragmatics, 22, 157-167.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(2), 1-47.
Cohen, A. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267.
Cohen, A. & Olshtain, E. (1993). The production of speech acts by EFL learners. TESOL Quarterly, 27, 33-56. Dogancay-Aktuna, S. & Kamisli, S. (1997). Pragmatic transfer in interlanguage development: A case study of advanced EFL learners. ITL: Review of Applied Linguistics, 151-176.
Helt, R. C. (1982). Developing communicative competence: A practical model. Modern Language Journal, 66, 255-62.
Holmes, J. & Brown, D. (1987). Teachers and students learning about compliments. TESOL Quarterly, 21, 523-546.
House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in Second Language Acquisition, 18, 225-252.
Judd, E. (1999). Some issues in the teaching of pragmatic competence. In E. Hinkel (Ed.) Culture in second language teaching and learning. New York: Cambridge University Press.
Kasper, G. (1997a). Can pragmatic competence be taught? Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center http://www.lll.hawaii.edu/nflrc/NetWorks/NW6/.
Levinson, S. P. (1983). Pragmatics. Cambridge: Cambridge University Press.
Olshtain, E. & Cohen, A. (1990). The learning of complex speech act behavior. TESL Canada Journal, 7(2), 45-65.
Paulston, C. (1975). Linguistic and communicative competence in the ESOL classroom. TESOL Quarterly, 8(3), 347-362.
Rose, K. (1999). Teachers and students learning about requests in Hong Kong.In E. Hinkel (Ed.), Culture in second language teaching and learning. New York: Cambridge University Press.
Rose, K. R. & Kwai-fun, N. C. (2001). Inductive and deductive teaching of compliment and compliment responses. In K. R. Rose & G. Kasper (Eds.), Pragmatics in Language Teach-ing. Cambridge: Cambridge University Press.
Salsbury, T. & Bardovi-Harlig, K. (2000). Opposition talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M. Anderson, C. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition. Somerville; MA: Cascadilla Press.
Schmidt, R. (1993). Conscious learning and interlangauge pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics. New York: Oxford University Press.
Schmidt, R.(1993b). Consciousness, learning and interlangauge pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics. Oxford: Oxford University Press.
Seelye, H. N. (1993). Teaching culture: Strategies for intercultural communication. Chicago: Na-tional Textbook.
Tateyama, Y., Kasper, G., Mui, L., Tay, H., & Thananart, O. (1997). Explicit and implicit teaching of pragmatic routines. In L. Bouton (Ed.), Pragmatics and Language Learning, vol. 8. Urbana-Champaign: Division of English as an International Language, University of Illi-nois, Urbana-Champaign.
Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines: Japanese sumimasen. In K. R. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching. Cambridge: Cambridge University Press. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. New York: Newbury House.