Strategic Interaction 2.0: Instructed Intercultural Pragmatics in an EFL Context

The potential of web-based 2.0 technology for teaching and assessing intercultural pragmatics has become an area of focus for language educators (Cohen, 2008; Belz, 2005, 2006). Research has highlighted that second and foreign language learners show significant differences from native speakers in language use, in particular, with the execution and comprehension of certain speech acts (Bardovi-Harlig & Mahan-Taylor, 2003). Without effective instruction, differences in pragmatics are evident in the English of learners regardless of their first language background or language proficiency. In EFL contexts, such as Japan, where learners have limited exposure to native speaker norms, teaching and learning pragmatic competence can be particularly challenging. The authors describe an ongoing curriculum development project in a Japanese university context, where the goal is to design and implement an effective approach to teaching interlanguage pragmatics. Digitally enhanced Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations that are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor. Data analysis from preand postwritten discourse completion tasks suggests that learners are able to use language in more context sensitive ways having engaged with the teaching/learning cycle design. DOI: 10.4018/jsita.2013010104 50 International Journal of Strategic Information Technology and Applications, 4(1), 49-62, January-March 2013 Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. second and foreign language learners show significant differences from native speakers in language use, in particular, with the execution and comprehension of certain speech acts such as greetings, leave takings and other politeness strategies (Bardovi-Harlig & Mahan-Taylor, 2003). Indeed, Kasper (1997) famously posed the question as to whether intercultural pragmatics could in fact be taught at all? Specifically, we are interested here in detailing the research design, initial data collection, and analysis aspects of one approach to teaching intercultural pragmatics through an ongoing teaching/ research program. These aspects of the approach are important at this initial stage of implementation, to help establish the learning outcomes and overall efficacy of this process.