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ERIC Number: EJ1109686
Record Type: Journal
Publication Date: 2015-Jun
Pages: 45
Abstractor: As Provided
ISSN: EISSN-2330-8516
Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations. Research Report. ETS RR-15-06
Timpe Laughlin, Veronika; Wain, Jennifer; Schmidgall, Jonathan
ETS Research Report Series, Jun 2015
This review paper constitutes the first step within a larger research effort to develop an interactive pragmatics learning tool for second and foreign language (L2) learners and users of English. The tool will primarily endeavor to support pragmatics learning within the language use domain "workplace." Given this superordinate objective, this paper is subdivided into 2 parts. In the first section, we provide a detailed overview of previous (empirical) research, theories, and frameworks of communicative competence to review the role of pragmatics as an essential component of L2 communicative language ability. A principled, systematic, and exhaustive literature search was conducted via key word searches, and the selected literature was categorized and coded using NVivo 10 software. Next, 12 distinct models of communicative language ability that contain components of pragmatic knowledge were identified and analyzed. The commonly identified constitutive components were then reconceptualized into a proposed construct of pragmatic competence. The challenges of operationalizing pragmatic competence in both instruction and assessment are discussed. The second part of the paper constitutes a domain analysis of pragmatics in the language use domain "workplace." First, the literature is reviewed for communicative tasks and activities that feature prominently in different workplace settings across various English-speaking countries. Then, we suggest and exemplify different model task types that can be employed in the context of learning and assessment materials that aim to foster pragmatic-functional awareness in both English as a foreign language (EFL)/English as a second language (ESL) learners and first language (L1) speakers alike.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A