ITL - International Journal of Applied Linguistics - Volume 141, Issue 1, 2003

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

This paper presents a study investigating the effects of an ESP program on the false-beginner Turkish EFL learners' language and vocational knowledge and skills. The purpose of this study is to answer the following research questions:

Will false-beginner level Turkish EFL learners develop/improve their L2 skills through an ESP program of instruction?

Will false-beginner level Turkish EFL learners get basic vocational knowledge and skills as well as L2 skills through an ESP program of instruction?

50 false-beginner Turkish EFL learners, 18 graduates of the program who have already been employed in the tourism sector in Turkey, and 8 employers participated in the study. The results indicated that despite some shortcomings, the program helped the learners develop both their vocational and EFL knowledge and skills.

This paper seeks to draw attention to a phenomenon in language development in Nigeria which tends to support the possibility of language barriers breaking down, not through English or any other exogenous medium, but through the resources provided by our own languages. The index towards the panlectal evolution of our languages is provided by a research recently undertaken by the writer.

On the basis of about 70 lexical cum para-lexical items, it was discovered that speakers of languages as far apart as Hausa, Yoruba and Igbo could still 'communicate' common realities of the society without recourse to their known primary linguistic loyalty. It is being suggested that with words like 'tòkunbò', 'kòbòkóbò', 'ògá' and 'apeteshi' being in use not only in the source language(s), but outside it (them), the way seems open to the possible eventual neutralization of linguistic cleavages. This trend, if sustained, will contribute to the view that communicative efficiency in a multilingual setting may not be the exclusive preserve of the 'colonial' medium. Thirdly, the unifying language of tomorrow (e.g. 'pinglish') may well see evidence from this research as ready data for exploitation.

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules.

Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences.

Results from the study suggested several pedagogical implications and applications.