A small-scale exploration of introducing a pragmatic-focused pedagogical model for some adult Japanese learners of English as a common language
Title
A small-scale exploration of introducing a pragmatic-focused pedagogical model for some adult Japanese learners of English as a common language
A small-scale exploration of introducing a pragmatic-focused pedagogical model for some adult Japanese learners of English as a common language
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Author
Yaeko HORI SHIBATA
University of Chichester
Applied Language Studies
Yaeko HORI SHIBATA
University of Chichester
Applied Language Studies
Abstract
The need to conduct research in specific local contexts in constructing an apt pedagogical
model(s) with relevant theoretical rationale in current intercultural communication has
been called for. In response to the need, this qualitative action research introduces a
pedagogical model tailored for specific adult Japanese learners of English as a lingua
franca (ELF) and examines its effects.
The profiling/multiple-instrument data gathering approach was chosen.
The results have demonstrated that, although the research was a small-scale exploration
involving a single lesson and focusing on four learners, the introduced pedagogical model
has a potential in fostering the learners necessary mutual ground for intercultural
communication as ELF speakers, and in helping them realize the need to develop their
pragmatic ability in one variety of English.
Furthermore, interpreting various interactions embedded in the model in theoretical
framework has shown that the interactions could function as a language/culture
socialization process for all who are involved in the research (both learners and
teachers).
The need to conduct research in specific local contexts in constructing an apt pedagogical
model(s) with relevant theoretical rationale in current intercultural communication has
been called for. In response to the need, this qualitative action research introduces a
pedagogical model tailored for specific adult Japanese learners of English as a lingua
franca (ELF) and examines its effects.
The profiling/multiple-instrument data gathering approach was chosen.
The results have demonstrated that, although the research was a small-scale exploration
involving a single lesson and focusing on four learners, the introduced pedagogical model
has a potential in fostering the learners necessary mutual ground for intercultural
communication as ELF speakers, and in helping them realize the need to develop their
pragmatic ability in one variety of English.
Furthermore, interpreting various interactions embedded in the model in theoretical
framework has shown that the interactions could function as a language/culture
socialization process for all who are involved in the research (both learners and
teachers).
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