Chie Kawashima (Oyama Johnan High School, Japan)
Abstract
Developing learners' pragmatic competence stands as one of the foremost objectives in foreign language education. Learners’ grammatical knowledge assumes a pivotal role in supporting their pragmatic performance particularly regarding different levels of politeness (Ishihara, 2022; Taguchi & Rover, 2017). In this study, I explore the most recently published English grammar reference books used in Japanese high schools with a focus on how politeness strategies are addressed. The investigation aims to identify instances where politeness features are explicitly mentioned in relation to grammar information. Subsequently, I qualitatively analyze how these identified politeness features are explained. Furthermore, I delve into how these politeness features are practically applied. The findings of the study highlight the significant role of grammar knowledge in shaping politeness strategies alongside identifying missing features essential for developing learners' pragmatic competence. Additionally, the study offers possible suggestions for teachers to supplement the lack of practical application using their pragmatic knowledge.
Research (in person, 25 minutes)
Materials/Course/Curriculum Design
Primarily of Interest to Teachers of Secondary School Students
About the Presenter
Chie Kawashima has over 25 years of teaching experience in upper-secondary education in Tochigi Prefecture, Japan, and is currently focused on communicative English teaching. Her research interests include textbook analysis and interlanguage pragmatics in pedagogical contexts.
