Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module

Author:

Cohen Andrew D.1,Knight Stephanie W.P.2ORCID,Sykes Julie M.2

Affiliation:

1. University of Minnesota

2. University of Oregon

Abstract

While teacher education is a crucial element to ensuring that second language (L2) pragmatics gains traction in classrooms and curricula, it would appear that teacher development programs provide only modest focus in this area. This chapter reports on findings from a preliminary case study in which three Spanish teachers accessed an asynchronous teacher education online module aimed at heightening their awareness of L2 pragmatics and the important role that it can play in language instruction. The results indicate that asynchronous professional development (PD) materials provide teachers with resources which they can access conveniently for the purpose of gaining insights into lesson sequencing, identification of key content and development of strategies for teaching L2 pragmatics in the classroom.

Publisher

John Benjamins Publishing Company

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers;International Review of Applied Linguistics in Language Teaching;2024-01-04

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