Learner Perceptions of Instruction in L2 Pragmatics

Yuanshan Chen


In Taiwan, pragmatic competence has often been a neglected area in English education. Learners may be linguistically competent, but do not know how to use L2 appropriately. Through the teaching of complaint behaviors, the author demonstrates how pragmatic components can be incorporated into a college-level language classroom. After the instruction, the self reports of the forty participants showed a positive attitude toward such instruction. They also reported that the teaching materials were suitable, but suggested that the instruction would have been more interesting if videos or films had been included. When it comes to learning difficulties, most learners reported that more instructional time was needed to turn knowledge about L2 complaints to actual productions. These findings can serve as offering advice to language teachers when they plan their lessons in L2 pragmatics.

Full Text:


DOI: https://doi.org/10.5539/elt.v2n4p154

Copyright (c) 2009 Yuanshan Chen

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.