How discourse communities do things with words: linking ESP research with research in instructional pragmatics

Brantley, Kate

Type de document :

Autre communication scientifique (congrès sans actes - poster - séminaire...): Communication dans un congrès avec actes

Titre :

How discourse communities do things with words: linking ESP research with research in instructional pragmatics

Auteur(s) :

Brantley, Kate [Auteur]
Savoirs, Textes, Langage (STL) - UMR 8163 [STL]
Université de Lille

Titre de la manifestation scientifique :

15th Conference of the European Society of English

Organisateur(s) de la manifestation scientifique :

Université de Lyon 1, Université de Lyon 2, Université de Lyon 2, ENS de Lyon

Ville :

Lyon

Pays :

France

Date de début de la manifestation scientifique :

2020-08-30

Résumé en anglais : [en]

The field of English for Specific Purposes does not rely on a single theoretical framework; rather, it is enriched by a variety of approaches to the study of discourse, such as genre analysis and corpus linguistics. ...
Lire la suite >The field of English for Specific Purposes does not rely on a single theoretical framework; rather, it is enriched by a variety of approaches to the study of discourse, such as genre analysis and corpus linguistics. Interestingly, although the field of pragmatics is one major field which deals with discourse, explicit links between pragmatics and ESP are relatively few. In this presentation we will discuss the implications of linking ESP instruction with the field of instructional pragmatics, a burgeoning domain in which pedagogists are conducting compelling research articulated around the questions: What does it mean to communicate effectively, and how can students be taught to do so (Culpeper, Mackey and Taguchi, 2018; Ifantidou, 2014; McConachy, 2017; van Compernolle, 2014)? We will argue that with its embrace of dynamic views of the notion of context (Ifantidou, 2014: 29; Kasper and Ross, 2013: 4), pragmatics offers particularly valuable perspectives in a world where professional communication is rapidly evolving. Following our theoretical introduction, we will look at a variety of pragmatics-based teaching methodologies which involve helping students associate linguistic forms with the meanings that they can be used to create, and finally we will consider how these approaches might be adapted to ESP classrooms--both classrooms composed of students with students with similar, identifiable needs and classrooms composed of students with students with unpredictable and/or heterogeneous needs. Culpeper, J., Mackey, A., & Taguchi, N. (2018). Second language pragmatics: From theory to research. New York, NY: Routledge.Ifantidou, E. (2014). Pragmatic competence and relevance. Amsterdam, Netherlands: John Benjamins Publishing Company. Kasper, G. and Ross, S. (2013). Assessing second language pragmatics: an overview and introductions. In S. Ross and G. Kasper (Eds). Assessing second language pragmatics (pp.1-40). Basingstoke, England: Palgrave Macmillan. McConachy, T. (2017). Developing intercultural perspectives on language use. Bristol, England: Multilingual Matters. Tarone, E. (2005) English for Specific Purposes and interlanguage pragmatics. In K. Bardovi-Harlig & B. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional contexts (pp. 157-175). Mahwah, NJ: Lawrence Erlbaum Associates.van Compernolle, R. (2014). Sociocultural theory and L2 instructional pragmatics. Bristol, England: Multilingual Matters. Whyte, S. (2019). Revisiting Communicative competence in the teaching and assessment of Language for Specific Purposes. Language Education & Assessment, 2(1), 1-19.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Collections :

Savoirs, Textes, Langage (STL) - UMR 8163

Source :

Harvested from HAL

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