The role of pragmatics in the foreign language classroom:
possibilities for intercultural learning through attention to input
DOI:
https://doi.org/10.26512/rhla.v24i2.55394Keywords:
Awareness, Noticing, Pragmatics, Perception, JudgmentAbstract
The foreign language classroom constitutes a space where different languages and cultures meet, leading to diverse ways of participating in communication. Pragmatics, aligned with the grammatical component of language, can help learners in both understanding and negotiating meaning, as well as in producing meaningful utterances. Considering that English language learners may not always perceive pragmatic elements present in texts (oral, written, visual, etc.), this paper analyzes the contribution of explicit instruction to the development of pragmatic awareness in these learners. The quali-quanti study was conducted with Portuguese/English Language and Literature students from a public university, divided into two groups: an experimental group (advanced level) and a control group (intermediate-advanced level). The methodology included a pre-instructional phase, an intervention phase using explicit instruction (conducted only with the experimental group), and a post-instructional phase. Results from a perception and judgment test revealed that explicit instruction, focused on noticing, significantly contributed to the development of pragmatic awareness in the students from the experimental group. This result points to the possibility of planning English lessons focused on developing intercultural learners who need to combine grammatical and pragmatic components to understand and produce meaning in an increasingly multicultural society.
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