Teaching and Learning Culture with AETs : What Cross-cultural Pragmatics can Tell Us
This article aims to discuss the feasibility of applying the findings from cross-cultural pragmatic studies to the teaching of culture in team teaching. Referring to some studies on cross-cultural speech act realizations such as refusals and apologies, first, the present study examines whether the English textbooks used in junior/senior high schools in Japan appropriately illustrate examples of authentic pragmatic interactions. Secondly, it shows two excerpts of classroom discourse between a JTE and an AET in a team-taught lesson as a sample way of introducing sociocultural aspects of communication. Finally, this paper suggests how JTEs/AETs can cooperate to demonstrate and explain some possible causes of miscommunication in cross-cultural settings, to break down cross-cultural stereotypes, and to facilitate the development of cross-cultural communicative competence in English.
Bulletin of the Faculty of School Education, Hiroshima University. Part I
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Departmental Bulletin Paper
Departmental Bulletin Papers
Graduate School of Education