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UNIT PLANNING FOR PRAGMATIC INSTRUCTION: EXPLORING
GRATITUDE IN L2 SPEECH ACTS
Eʼzozxono a Nasimaxon Eso xono na,
O ien al uni e si e i Tilla -2 ka ed asi ka a oʻqi u chisi
Abs ac . I is impo an o men ion ha while comple ing Uni lesson plan, he e
has been a numbe o s eps ha I ha e walked h ough. Ishiha a and Cohen sugges
ha combina ion o common cu iculum and po en ially coo dina ing con en wi h
o he cou ses a e conside ed wo c ucial c i e ia o lesson planning in p agma ics.
Conside ing his, i was a bi di icul o choose p ope speech ac o L2 lea ne s in
e ms o p agma ics. Nex , he lesson plan should be designed wi h app op ia e
ac i i ies and asks o acqui e p agma ic knowledge in a ge language. Finally, i
should be mo e ocused on au hen ic ma e ials and echnology which based ac i i ies
in o de o p o ide meaning ul and e ec i e lesson plan o L2 lea ne s.
Keywo ds: speech ac s, sociolinguis ics, summa i e assessmen , o ma i e
assessmen , analy ic and holis ic ub ics.
Acco ding o J.L. Aus in, speech ac s a e conside ed speake sʼ u e ances ha
con ey meaning and make lis ene s do speci ic hings. The e o e, in Ca la websi e,
he e a e a ious ypes o speech ac s and among hem he speech ac o “ hanks” seems
app op ia ely o my uni lesson plan. The eason is ha in his speech ac , i occu ed
se e al misunde s andings while exp essing ph ases o hanks in a ge language. The e
would be also misuse o language choice should be aken in o accoun . As Eisens ein
and Bodman no ed ha L1 sociolinguis ic beha io s and second language g amma ical
and lexical es ic ion impac on s uden sʼ p oduc ion in p ope p agma ic o ms while
con eying hanks in a ge language. Tha is why his e y speech ac was chosen o
Uni lesson plan.
As o he ac i i ies, i can be conside ed he di e si y o he asks while designing
lesson plan. To be mo e p ecise, i ocuses o include communica i e ac i i ies such as
ole-plays, dialogues, DCT o p oduc ion skills like w i ing a le e , o mal ins uc ions
and echnology which based ac i i ies such as Kahoo , Padle and Quizezz and
pa chwo k included as well. Mo eo e , o aise s uden sʼ awa eness on p agma ics and
compa e cul u al iden i y di e en you ube ideos, audio eco ding and songs a e
p o ided conside ably. All o hese ac i i ies a e add essed o de elop uni lesson plan
on p agma ics.
Ob iously, he e we e some challenges while designing Uni lesson plan
e ec i ely such as he deli e y o meaning o sen ences o L2 lea ne s. To be mo e
pa icula ly, as he lea ne s a e non-na i e, hey canno comp ehend he eal meaning
o he sen ence and do no know how o espond p ope ly. As No on no ed ha one o
he signi ican ma e is ha enchan ed a lo o ins uc o s in L2 iden i y is he
connec ion be ween class ooms and communi ies in he p ocess o language
acquisi ion. The e o e, in his lesson plan, choosing app op ia e asks in e ms o
p agma ics we e a li le bi challenging. The eason is ha all o he asks canno be
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exp essed acco ding o p agma ic no ms and manne s. Howe e , i can be managed o
selec p ope and meaning ul asks and exe cises o his lesson plan.
Impo an ly, while designing lesson plan, i gi es e y aluable knowledge in
e ms o he speech ac o hanks and i s usage in L2. Mo eo e , I ha e come ac oss
he s a egies o speech ac ; ound ou a ious ac i i ies how o implemen in he
class oom con ex and applying digi al ools in e ms o p agma ics. The s eps o
deli e ing ac i i ies, how o make up con as ing dialogues, iden i ying con ex ual
ac o s and p o iding sui able o mal ins uc ions ha e gi en e ec i e esul s o
acqui e knowledge ega ding o p agma ics. While designing lesson plan, i is paid
a en ion on assessing s uden sʼ awa eness on p agma ics. As B own s a ed ha
assessmen is necessa y o d i e s uden sʼ lea ning. The e o e, i is applied di e en
ypes o assessmen based on he ype o ac i i ies. Fo ins ance, o some asks such
as making up dialogues o ole-plays o ma i e assessmen was chosen. Summa i e
assessmen was p o ided o check s uden sʼ w i ing a he end o he lesson. Mo eo e ,
in o de o assess s uden sʼ pe o mance p ope ly and e ec i ely analy ic and holis ic
ub ics we e deli e ed.
A e ecei ing eedback om my pee , I ha e ealized ha i should be looked
h ough he lesson plan a en i ely. This means ha i should be looked h ough some
ac i i ies a en i ely, expand he di e si y o asks and also including au hen ic
ma e ials o he lesson plan. Mo eo e , acco ding o pee - e iew, i is emphasized o
add mo e TESOL s anda ds o en ich he p oduc i i y o he lesson plan. Including all
o he eedbacks, he e has been done a numbe o changes wi hin he lesson plan.
As i can be men ioned abo e, b oad ange o esou ces a e p o ided o his
lesson plan. o example, Ca la websi e o echnology based educa ional pla o ms such
as Kahoo , Padle and Quizzes a e used o deli e p agma ic knowledge e ec i ely and
p oduc i ely. Besides ha , you ube ideos and songs a e highly p o ided o iden i y
cul u al di e si y and se ed as an au hen ic sou ce in e ms o p agma ics in L2.
Re e ences
1.Aus in, J. L. How o do Things wi h Wo ds / J. L. Aus in; ed. by J. O. U mson,
M. Sbisá. – 2nd ed. – Camb idge, MA: Ha a d Uni e si y P ess, 1962. – 168 p.
2.B own, D. H. Language Assessmen : P inciples and Class oom P ac ices / D.
H. B own. – London: Longman, 1990. – 347 p.
3.Eisens ein, M. “I e y app ecia e”: Exp essions o g a i ude by na i e and non-
na i e speake s o Ame ican English / M. Eisens ein, J. Bodman // Applied Linguis ics.
– 1986. – Vol. 7, № 2. – P. 167–185.
4.Ishiha a, N. Teaching and Lea ning P agma ics: Whe e Language and Cul u e
Mee / N. Ishiha a, A. D. Cohen. – Ha low (England): Pea son Longman, 2010. – 352
p.
5.No on, B. Iden i y: Second language / B. No on // Encyclopedia o Language
and Linguis ics. – Vol. 5. – Ox o d: Else ie , 2006. – P. 502–508.
6.Wa wick, P. P ima y eache sʼ unde s anding o he in e ac i e whi eboa d as a
ool o child enʼs collabo a i e lea ning and knowledge-building / P. Wa wick, R.
Ke shne // Lea ning, Media and Technology. – 2008. – Vol. 33, № 4. – P. 269–287.
