|
Abstract
This presentation explores three motifs. First the notion of teachability as suggested by Pienemann is raised. Previous studies regarding the teachability of pragmatic forms are summarized and factors thought to facilitate or hinder teachability will be expounded. Next, we will consider how Ritzer's "McDonalization" hypothesis relates to the way discourse is taught in some academic settings. Ways that efficiency, calculability, predictability, and control manifest in EFL teaching materials will be outlined along with factors driving the McDonalization of education and "commodization" of knowledge. After this, one pragmatic model juxtaposing two discourse styles will be offered. Using easily understood and admittedly simplistic McDonaldized metaphors, a discourse style that might be appropriate for many business settings will be contrasted with one emphasizinf more personal extended interaction. The effects of teaching a "two item menu" of discourse to a group of Japanese university students in a one semester period in an EFL context will be explained. Results suggest a modest short term change in discourse patterns.
Keywords:
pragmatic learning, pragmatic teachability, educational McDonaldization, discourse analysis, L2 instruction
|
