Ateneo - UPO

The workshop is dedicated to the Task-Based Language Teaching (TBLT) approach, with a particular focus on the teaching and learning of pragmatics. The course addresses the theoretical foundations of TBLT and pragmatic categories, and then focuses on the potential of communicative tasks for developing learners’ pragmatic and interactional competences. The observation of authentic data and the use of digital tools support the design of task-based teaching materials and classroom activities.

Guided readings: Willis D., Willis J. (2007), Doing task based language teaching, Ovford, Oxford University Press; Bardovi-Harlig K. (2012), “Pragmatics in second language acquisition”, in S. Gass, A. Mackey (eds), The Routledge Handbook of Second Language Acquisition, London/New York: Routledge, pp. 147-162. Ishihara N. (2014), “Adapting textbooks for teaching pragmatics”, in N. Ishihara & A.D. Cohen, Teaching and Learning Pragmatics. Where language and culture meet, London, Longman Applied Linguistics, Routledge, pp. 145-166. Ferrari S., Nuzzo E., Zanoni G. (2016), “Sviluppare le competenze pragmatiche in L2 in rete: problemi teorici e soluzioni pratiche nella progettazione dell’ambiente multimediale LIRA”, in C. Cervini (a cura di), Interdisciplinarietà e apprendimento linguistico nei nuovi contesti formative. L’apprendente di lingue tra tradizione e innovazione, Bologna, Quaderni del CeSLiC, http://amsacta.unibo.it/5069/ Siegel J. (2016), “Pragmatic Activities for the Speaking Classroom”, English Teaching Forum, pp. 12-19. Hilliard H. (2017), “Twelve activities for teaching the pragmatics of complaining to L2 learners”, English Teaching Forum, pp. 2-13. Félix-Brasdefer J.C. & Mugford G., (2017), “(Im)politeness: Learning and Teaching”, in J. Culpeper, M. Haugh, D.Z. Kàdàr (eds.), The Palgrave Handbook of Linguistic (Im)politeness, pp. 489-516. Glaser K. (2018), “Enhancing the role of pragmatics in English teacher training”, Glottodidactica XLV/2, pp. 119-131. Schauer G. (2022), "Intercultural Competence and Pragmatics in the L2 Classroom", T. McConachy, A.J. Liddicoat, Teaching and Learning Second Language Pragmatics for Intercultural Understanding, New York/London, Routledge, pp. 173-198. Martinez Flor a., Sanchez-Hernandez A., Baron J. (2023), L2 Pragmatics in action, Amsterdam, John Benjamins Publishing. Roever C. (2022), Teaching and testing second language pragmatics and interaction. New York/London, Routledge.

Course description The workshop aims to develop knowledge and operational skills related to the analysis of spoken language in educational contexts, with a focus on communicative tasks, the pragmatic dimension of language use, and oral interactions. The course guides students in the design of data-driven teaching interventions, through activities that integrate observation, metalinguistic reflection, corpus building, and the design of task-based teaching materials. Knowledge and understanding Knowledge of theories on spoken interaction, on task-based language teaching (TBLT), on pragmatic categories, and on digital tools for the analysis of spoken data. Understanding of the role of pragmatics and tasks in interlanguage development. Applying knowledge and understanding Collecting spoken data, segmenting and annotating them (e.g. with ELAN). Building micro-corpora for teaching purposes. Designing task-based materials and teaching pathways consistent with the analyzed data. Making judgements Critically evaluating teaching materials and teaching strategies. Analyzing the pragmatic relevance of oral interactions for pedagogical purposes. Communication skills Presenting the results of analyses in a clear and well-argued way. Using appropriate disciplinary language. Communicating effectively in collaborative and digital contexts. Learning skills Using theoretical and practical tools to further explore specific topics. Working independently with relevant documentation. Applying research methodologies to language education.

Attendance of a course in Language Teaching is recommended. Missing pre-requisites can be addressed through support materials or additional readings available on the DIR platform.

The workshop includes lectures, group work, practice with software for the transcription and analysis of spoken language, the collection of mini-corpora for teaching purposes, discussion and sharing activities, supported by the DIR platform. All activities are designed in accordance with the principles of inclusiveness, gender equality, and the appreciation of students’ diverse cognitive styles and cultural and linguistic backgrounds.

The final exam will consist in the design of teaching activities based on the analysis of linguistic data, starting from the collaborative construction of a small corpus dedicated to spoken interaction. A successful exam will demonstrate a comprehensive understanding of the topics covered, analytical and synthesis skills, good expressive abilities, linguistic accuracy and use of disciplinary terminology, as well as the ability to analyse and re-elaborate the issues discussed. An exam will be considered insufficient if it reveals major gaps in knowledge, inappropriate language, inability to contextualise, or lack of orientation within the programme.

The workshop begins with a theoretical introduction to Task-Based Language Teaching (TBLT), pragmatics, and oral interaction in educational contexts. After exploring the main pragmatic categories relevant for teaching purposes, the course focuses on the analysis of the potential of communicative tasks to promote the development of pragmatic competences. A central section is dedicated to the integration of task-based approaches and the use of spoken corpora for course design. Through the observation of authentic data (spontaneous, elicited, filmic) and the use of digital tools for transcription and annotation (e.g. ELAN), students learn how to build small corpora for teaching purposes and to design task-based activities grounded in data. The workshop combines theoretical input, practical exercises, and collaborative design, with the aim of developing critical reflection tools and methodological awareness. Main topics: - Pragmatics and spoken interaction: operational definitions - TBLT for the development of pragmatic competences - Corpora, pragmatics, and language teaching - Building mini-corpora for teaching purposes - Transcribing and analysing spoken language - Using ELAN for teachers and students - From analysis to teaching: designing materials and tasks

At the end of the workshop, students will be able to: Knowledge and understanding: Know the theoretical foundations of Task-Based Language Teaching (TBLT); Know the main pragmatic categories relevant for language teaching; Understand the role of interaction and pragmatics in language acquisition processes; Understand the potential of integrating TBLT with corpus-based approaches Applying knowledge and understanding: Collect, transcribe, and analyse authentic spoken data (spontaneous, elicited, filmic); Use digital tools for the annotation of spoken language (e.g. ELAN); Build and query micro-corpora for teaching purposes; Design data-driven task-based teaching activities and materials Making judgements: Critically evaluate teaching materials and instructional strategies in relation to linguistic data; Identify and analyse pragmatic phenomena relevant for teaching purposes; Reflect on the impact of methodological choices in specific teaching contexts Communication skills: Present analyses and teaching projects clearly and coherently; Use appropriate disciplinary terminology; Communicate effectively in collaborative contexts, including digital platforms Learning skills: Independently deepen specialist topics related to pragmatics and TBLT; Use bibliographical resources critically and effectively; Apply research approaches and tools to teaching design