Material For Teaching Pragmatics

MATERIAL FOR
TEACHING
PRAGMATICS
Group 7
Outline
Why evaluate, A checklist for

select, and textbook
adapt
textbooks for evaluation
teaching
Pragmatics?
Adapting a textbook unit to

teach polite requests: A focus
Why evaluate, select,
and adapt textbooks
for teaching
Pragmatics?
textbooks often do not give enough
information
Some limitations of
textbooks
Missing Speech Inauthentic Lack of

Acts Dialogues Context
Focus on Single Neglect of Cross-

Language Variety Cultural
GUESSING THE
ANSWERS
Choose the right statements about Missing
Speech Acts
Many important communicative actions, like making
requests or giving compliments, are not included in
textbooks.
Textbooks rarely teach students about cultural differences
in communication
it is harder for students to know how to perform these

actions in English.
Choose the right statements about
Inauthentic Dialogues
Textbook conversations often sound unnatural and do not

reflect how people actually speak in real life

in communication
It limits students’ ability to engage in real

conversations.
Lack of context
Speech acts are often presented without information
about when or where they should be used
Without context, students may not understand if something

is formal, informal, polite, or impolite.
Textbooks usually focus on one type of English, such as

American or British English
Focus on language forms
Textbooks often emphasize grammar and vocabulary
over cultural and social rules
Textbooks rarely teach students about cultural

differences in communication
Students might miss important cues about how to use

language in a polite or friendly way
Single variety of English
communication
Textbooks usually focus on one type of English, such as

American or British English
Ignoring the fact that English is spoken differently in

different countries.
Neglect of Cross-Cultural
Differences
Speech acts are often presented without information
about when or where they should be used
Textbooks rarely teach students about cultural

differences in communication
Which makes it harder for them to interact with

people from different backgrounds.
Identify the limitation of
textbooks
1. A student might learn to say “I’m sorry” but not know whether it’s
appropriate in both formal and informal situations. Lack of
context
2. A textbook may teach “apartment” (American English) but not
“flat” (British English), which can limit students’ understanding of
global English. Single variety of
English
3. A student may not learn that interrupting can be seen as rude in
some cultures but acceptable in others, which could lead to
misunderstandings.
Neglect of cross-cultural
differences
Identify the limitation of
textbooks
4. A student might not learn how to politely ask or do action for
Missing speech
helping, like saying, “Could you please help me with this?”
acts
5. A textbook dialogue might have people saying, “Hello, how are you
today?” and “I am fine, thank you,” which sounds too formal for casual
settings. Inauthentic dialogues
6. Students might learn the structure of a question (“Do you have…?”)

but not learn that adding “please” makes it more polite.
Focus on Language
Forms
When using textbooks for pragmatics instruction, teachers
should:
Systematic
Authentic Pragmatic Intercultural
Language Contextual Instruction Competence
Speech Help students
Real-life Guide students on
conversations Acts how to use polite
understand both
Teach students their own culture
or online when, what, and language and other
sources who to say things cultures
Intercultural
Communication
Form-Focused &
Sociocultural Teach English not
only as native
Tasks
Combine grammar
exercises with cultural speakers use it but
understanding also as it’s used by
A CHECKLIST
FOR
TEXTBOOK
EVALUATION
Assessing Alignment with
Course Aims
1. Relevance to 2. Addressing 3. Pragmatic

Course Goals Student Needs Component
Inclusion
Ensure that the

Check for the
textbook content
Evaluate the presence of
aligns with the
material pragmatic
educational
components
outcomes
Designing Tasks and Exercises
Balance of Focus on
Variety of Linguistic Cross-
Activity Conventions and cultural
Types Sociocultural Knowledge
Norms
Designing Tasks and Exercises
Mixture of
Recognitio Fluency Sequencing
n and Engagement
Engagemen
Development of
Production t
Activities
Tasks
Evaluating the
Sequence of Activities
affectively
What do you think are the key factors to consider
when evaluating a textbook's effectiveness in teaching
pragmatics?
Could
you....?
Could
you....?
A polite request can be
applied
in different contexts
Arrange the following three
activities in the correct order
for a service encounter
lesson.
....... Write a role play in pairs using

prompts about installing a telephone
line.
....... Role play a sample dialogue

between a man and a post office clerk
about sending a parcel. Identify the
service the man is asking for in the
dialogue.
...... Act out 2 scenarios in pairs:

Arrange the following three
activities in the correct order
for a service encounter
lesson.
.....2.. Write a role play in pairs

using prompts about installing a
telephone line.
....1... Role play a sample dialogue

between a man and a post office clerk
about sending a parcel. Identify the
service the man is asking for in the
dialogue.
....3.. Act out 2 scenarios in pairs:

HOW TO IMPROVE
THIS LESSON PLAN ?
PRESENT – PRACTICE -
PRODUCTION
....1... Role play a sample dialogue between

a man and a post office clerk about sending a
parcel. Identify the service the man is asking
for in the dialogue.
.....2.. Write a role play in pairs using
prompts about installing a telephone line.
....3.. Act out 2 scenarios in pairs: asking for a

newspaper subscription and a flower delivery. 🌸
Bloom's
Taxonomy
....1... Role play a sample dialogue between a

man and a post office clerk about sending a
parcel. Identify the service the man is asking for
in the dialogue.
.
....2.. Write a role play in pairs using prompts
about installing a telephone line.
....3.. Act out 2 scenarios in pairs: asking for a

HOW TO IMPROVE THIS LESSON PLAN ?
Suggestion : 1.
Add an activity to help students analyze how
context affects language use.
Contextualization
HOW TO IMPROVE THIS LESSON PLAN ?
Suggestion : 2. Reflection
Helps students reflect on their own pragmatic
performance and communication style.
Key tips: Pragmatics focused-material
design
• Follow the principles of pragmatics-focused
instruction : Emphasize form, meaning, and
context.
• Use Research & Real-Life Notes: Base on studies
or collect observations.
• Adapt Authentic Input: Use movies, books, social
media, etc.
Thank you

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MATERIAL FOR

Why evaluate, A checklist for

Adapting a textbook unit to

Missing Speech Inauthentic Lack of

Focus on Single Neglect of Cross-

it is harder for students to know how to perform these

Textbook conversations often sound unnatural and do not

Textbooks rarely teach students about cultural differences

It limits students’ ability to engage in real

Without context, students may not understand if something

Textbooks usually focus on one type of English, such as

Textbooks rarely teach students about cultural

Students might miss important cues about how to use

Textbooks usually focus on one type of English, such as

Ignoring the fact that English is spoken differently in

Textbooks rarely teach students about cultural

Which makes it harder for them to interact with

6. Students might learn the structure of a question (“Do you have…?”)

1. Relevance to 2. Addressing 3. Pragmatic

Ensure that the

....... Write a role play in pairs using

....... Role play a sample dialogue

...... Act out 2 scenarios in pairs:

.....2.. Write a role play in pairs

....1... Role play a sample dialogue

....3.. Act out 2 scenarios in pairs:

....1... Role play a sample dialogue between

....3.. Act out 2 scenarios in pairs: asking for a

....1... Role play a sample dialogue between a

....3.. Act out 2 scenarios in pairs: asking for a

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