Interlanguage pragmatics from a developmental perspective MGL4037
Pragmatics can be informally defined as "the study of how-to-say-what-to-whom-when" (Bardovi-Harlig 2013:68) and interlanguage pragmatics studies how learners of a foreign or second language (L2) master the skill of using language to communicate appropriately in different social contexts. The course aims to introduce the major concepts and research findings related to the pragmatic development of young EFL learners in foreign and second language contexts. The topics to be covered include theories of L2 pragmatic development, development of speech act comprehension and production, metapragmatic awareness, and the role of instruction in the pragmatics development of young learners.
Course description for study year 2021-2022. Please note that changes may occur.
Faculty of Arts and Education, Department of Education and Sports Science
After completing the course, the student will have an in-depth knowledge of:
The major theories of L2 pragmatics development
The main developmental patterns of specific speech acts in English in foreign and second language contexts
The research methods (both quantitative and qualitative) used within the field of interlanguage pragmatics and their application within Lesson study as a research tool
The relevant steps in collecting the literature on the subject, conducting and reporting on a Lesson study research project within interlanguage pragmatics
After completing the course, the student will be able to:
Discuss the main developmental patterns of specific speech acts in English as a second language
Analyse and critically evaluate research articles in the field of interlanguage pragmatics
Choose relevant research topics and appropriate quantitative or qualitative approaches within the field of interlanguage pragmatics
Conduct and report on a Lesson study research project within interlanguage pragmatics
The student will be able to:
Use academic English confidently and functionally in spoken and written discourse when reporting research
Apply their knowledge of English pragmatics to further develop their own language competence
Apply their knowledge of developmental patterns in L2 pragmatics and of research methodology in the field to English language teaching and to their own classroom research
The course builds on the knowledge and skills students have acquired in English Linguistics for Teachers and English Teaching Methodology 1 and 2.
Pragmatics can be informally defined as "the study of how-to-say-what-to-whom-when" (Bardovi-Harlig 2013:68) and interlanguage pragmatics studies how learners of a foreign or second language (L2) master the skill of using language to communicate appropriately in different social contexts. The course aims to introduce the major concepts and research findings related to the pragmatic development of young EFL learners (grades 1 - 10) in foreign and second language contexts. The topics to be covered include theories of L2 pragmatic development, development of speech act comprehension and production, metapragmatic awareness, and the role of instruction in pragmatics development. Special attention will be devoted to research methodology in the field of second language acquisition in general and interlanguage pragmatics in particular, with a specific focus on research with young learners. The students will be expected to conduct a small-scale group research study in order to demonstrate their understanding of relevant topics and research approaches within interlanguage pragmatics as well as their ability to report their research findings in the form of a Lesson study project. The course will aim to provide opportunities for students to do their teaching practice and conduct their research at a partner university abroad.
Required prerequisite knowledge
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2034 English 2; English Teaching Methodology 2 (5.-10.), MGL2035 English 2: English language, literature and culture (5-10)
The students taking the course should have reached the CEFR C1 level in English in reading, writing, speaking and listening.
Eksamen / vurdering
Portfolio and oral exam
A - F
A - F
Portfolio - 4 group hand-ins: 10 000 words +/- 10%, 35% of the final gradePortfolio - 1 individual hand-in: 2500 words +/- 10%, 25% of the final gradePair/Group oral presentation: 15% of the grade based on the group performance, 25% on individual performance.If the portfolio does not meet the requirements for a passing grade, it can be revised and re-submitted in the re-sit exam term.All parts must be passed to get a final grade in the subject.
Compulsory assignments, Mandatory attendance
Students need to complete 2/3rds of their teaching practice.
Students must attend a minimum of 70% of all lectures and seminars.
Students need to present and critically evaluate a research article in class.
These must be approved before the students can take the exam.
James Jacob Thomson
Deborah Lynn Sorton Larssen
Method of work
This course will utilize a combination of lectures, seminars, students' presentations and students' research work. Much of the course content is not age specific and for that reason many topics will be presented to both groups at the same time. However, some of these topics will be contextualized and discussed at a deeper level in separate1-7 and 5-10 seminar groups. Students are expected to work on individual and group assignments in study groups and conduct a Lesson study research project during the course.
Tidligdialog gjennomføres hvert semester og det etableres et fagutvalg med studentrepresentanter. I tillegg evalueres emnet minst hvert tredje år, i tråd med fakultetets regler for kvalitetssikring.