1) https://coerll.utexas.edu/methods/modules/pragmatics/
Center for Open Educational Resources and Language Learning, University of Texas at Austin, Foreign Language Teaching Methods: Pragmatics, Author: Dale Koike; Editor: Carl Blyth.
This website contains four web-based lessons that are taught by Dr. Dale Koike, who is a Professor of Spanish and Portuguese at the University of Texas at Austin. The first lesson provides an introduction to the field of pragmatics and the topics include sociocultural norms, speech acts, and face-threatening acts. The second lesson focuses on language and culture, and Dr. Koike covers language functions, appropriateness, and L2 sociocultural norms. The third lesson provides examples of how teachers may incorporate pragmatics instruction in the L2 classroom. This lesson includes dialogues, formulas, metapragmatic discussions, and information for building awareness of sociocultural norms. The fourth and final lesson focuses on the teachability of pragmatics, learner proficiency level, and the evaluation of language production. All of the lessons conclude with opportunities for learners to reflect and review. This is a powerful resource for all language teachers who which to incorporate pragmatics instruction in their L2 classrooms.
2) www.carla.umn.edu/speechacts/
Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Pragmatics and Speech Acts, Author: Unknown.
CARLA’s website provides a wealth of information and resources for teaching pragmatics. There are links and resources on the following topics: background information on pragmatics instruction and the second and foreign language curriculum, descriptions of speech acts, a bibliography on pragmatics and speech acts, a wiki for second and foreign language teachers, strategy training on the development of pragmatic ability, information on CARLA summer institutes for language teachers, and links to the Dancing with Words and Strategies for Learning Speech Acts in Japanese websites. There are also examples of speech acts in American English, Arabic, Chinese, Hebrew, Japanese, and Spanish. Furthermore, the wiki provides a space for language teachers to share their resources, lesson plans, and videos for the instruction of L2 pragmatics with others. This feature may be of particular interest to teachers who are new or less experienced in teaching L2 pragmatics.
3) www.nflrc.hawaii.edu/networks/NW06/
National Foreign Language Resource Center, University of Hawaii at Manoa, Can Pragmatic Competence be Taught? (NetWork #6), Author: Dr. Gabriele Kasper.
This was one of the first websites to provide information and resources on pragmatics instruction. While the website was authored in 1997, most of the research articles that are cited are seminal articles in the field, and they are still relevant for language teachers today. The author, Dr. Gabriele Kasper, provides information on how pragmatic competence figures into the broader construct of communicative competence. She also provides a clear rationale for the need to include pragmatics instruction in the second or foreign language curriculum. The studies that are cited on the website are broken down by the pragmatic topic that is taught, learners’ proficiency level, the L2, the research goal, and the assessment procedure or instrument. This information is especially useful for graduate students and researchers who are interested in conducting research on the acquisition of L2 pragmatic competence. The author also provides research-based suggestions and resources for learners to practice L2 pragmatic abilities in the second or foreign language classroom.
1) http://americanenglish.state.gov/resources/teaching-pragmatics
United States Department of State, American English: A Website for Teachers and Learners of English as a Foreign Language Abroad, Author: Unknown.
This website contains 30 separate open-access pragmatics lessons that can be downloaded and implemented in English as a second or foreign language classroom. Each lesson plans describes the level of learner that is targeted as well as the pedagogical rationale for each activity. Some of the lesson titles include: “Greetings with a Difference,” “Are you Listening (Backchannel Behaviors),” “Using the Telephone to Teach Pragmatics,” “Giving and Responding to Compliments,” “The Rules of the Queue,” and many more. This is an outstanding resource for teachers who are new or less experienced in providing instruction on L2 pragmatics.
2) http://cjq208.wix.com/teachingpragmatics#!websites/c46c
Open Access Website, Teaching and Assessing English Pragmatics Knowledge with Web Resources, Author: Candice Quiñones.
The author of this website compiled a number of links and resources for the instruction of L2 pragmatics to English language learners. The materials include audio, visual, and text-based resources. There are also brief tips and suggestions for incorporating the materials into classroom instruction.
1) www.pinterest.com/sostherapy/pragmatic-sociallanguage/
Pinterest, Pragmatic/Social Language, Author: Unknown.
This open-access website allows teachers to post and share pragmatics materials for young children. While most of the materials are geared to native speakers of English, these materials are also appropriate for young English language learners. Some of the topics include learning social skills, norms regarding personal space, appropriate ways to express being upset, and working in groups to name a few. There are lesson plans, resource folders, and editable classroom activities available on this website.
1) www.carla.umn.edu/speechacts/japanese/introtospeechacts/index.htm
Center for Advanced Research on Language Acquisition, University of Minnesota, Strategies for Learning Speech Acts in Japanese, Authors: Dr. Noriko Ishihara and Dr. Andrew D. Cohen.
This website was authored by Dr. Noriko Ishihara and Dr. Andrew D. Cohen, and it contains seven modules for instructing speech acts for intermediate- to advanced-level learners of Japanese as an L2. The first module provides an introduction to speech acts and it places learners in eight different situations or vignettes where they have to respond to a scenario in English. These vignettes were designed to raise students’ linguistic and cultural awareness prior to completing the web-based pragmatics lessons. The module titles are: “Apologies,” “Compliments/Responses to Compliments,” “Refusals,” “Requests,” and “Thanks.” There is also a module on strategies for avoiding negative pragmatic transfer from the L1 (English), as well as tips and strategies for using appropriate communication strategies in Japanese.
1) www.carla.umn.edu/speechacts/sp_pragmatics/home.html
Center for Advanced Research on Language Acquisition, University of Minnesota, Dancing with Words: Strategies for Learning Pragmatics in Spanish, Authors: Julie Sykes and Andrew D. Cohen.
The Dancing with Words website is the most comprehensive website that is currently available for learning speech acts in Spanish. The learning modules focus on strategy training for the acquisition of pragmatic competence in Spanish. Students are encouraged to complete the “Introduction to Pragmatics” module prior to completing the learning modules that focus on specific speech acts. The following speech acts are presented on this website: “Compliment Sequences,” “Gratitude and Leave Taking,” “Requests,” “Apologies,” “Invitation Sequences,” and “Service Encounters.” The lessons are video-based and are geared for intermediate/ low through advanced/high students of Spanish as a foreign language. Students are provided with a chart so that they can match their ability level to specific modules. Furthermore, resources and materials are available for students, teachers, and researchers.
2) www.indiana.edu/~discprag/index.html
Indiana University at Bloomington, Department of Spanish and Portuguese, Discourse Pragmatics, Author: J. César Félix-Brasdefer.
The Discourse Pragmatics website provides materials and resources for students, teachers, and researchers. This website is unique because it highlights the differences in cultural and pragmatic norms across the Spanish-speaking world, which enables learners to recognize that Spanish speakers from different regions and countries will vary in their speech act production and interactional patterns. The countries that are represented on this website include: Colombia, Costa Rica, the Dominican Republic, Ecuador, Mexico, Peru, Spain, the United States, Uruguay, and Venezuela. In addition to information on politeness and speech acts, this website also provides audio recordings from native Spanish speakers, exercises, and additional resources that teachers may download and use in their classrooms to teach Spanish pragmatics to English speakers.
Pragmatics en español, Authors: Christine Brown, Coby O’Brien, Victoria Russell, Patrik Wahlgren and Gordon Worley.
This website provides two video-based pragmatics lessons that were designed for teaching complaints and requests to L2 Spanish learners. The first lesson prompts learners to complain and request in a familiar setting, and the second lesson provides instruction on a formal complaint setting. Students may respond to discourse completion tasks using their web cams, and learners are continually prompted to compare their production with native speaker norms. The website also contains a module that provides an introduction to the field of pragmatics, a game-based assessment, as well as additional resources for learning Spanish pragmatics.