Teaching Pragmatics in FL Classrooms: The Case of Apologies.

Abstract

Second/foreign language teaching has been principally based on the study of language structures. However, communication is a social action, and language use depends on context and participants. The field of pragmatics studies language in use or language in context. This paper presents a theoretical background dealing with the discipline of pragmatics and pragmatic competence as part of communicative competence. Moreover, its principal related theories, including speech act theory, politeness theory and interlanguage pragmatics, are described. As reported in this bachelor’s thesis, language teaching should incorporate pragmatic instruction since it is a basic element in communication. This study revises the main research concerning teaching pragmatics, as well as, several pedagogical models to teach speech acts. This bachelor’s thesis aims to enhance learners’ knowledge of pragmatics, specifically of the speech act of apologies. Thus, a pedagogical proposal is suggested in order to introduce the speech act of apologies in a foreign language classroom. Furthermore, this proposal includes the three theoretical conditions to teaching speech acts, namely input, output and feedback.