Abstract:

The problem . This study investigates how pragmatic competence is being taught using communicative language teaching methodology in an online language learning environment.

Method . Pragmatic competence and communicative language teaching were systematically defined, and then became the basis of analysis of the instruction of the English language in the online environment. Three sources of evidence were presented in this case study: detailed observations of the online environment supported by visual screenshots, student and teacher surveys and interviews, and related documents, such as the course handbook and the syllabus.

Results . This online English language school was selected for this case study because it was believed to have the potential to be exemplary in the way it sought to develop students' pragmatic competence. The structure of the learning environment supports a social constructive theory of second language acquisition, in which pragmatic competence is included, with opportunities for social interaction and relationship building among students. One of the courses, the Executive English course, was exemplary in its instruction of pragmatic competence. This course gave explicit instruction of many components of pragmatic competence, it provided English language input, gave students tasks to practice, and it assessed students' pragmatic competence. As an English language learning online environment on the whole, there is a reasonable amount of input that models pragmatic competence, but there is a deficiency in the explicit instruction of pragmatic competence, guided tasks, and formal assessment, especially in the areas of turn-taking and the ability to differentiate between different macro-functions. The role of the teacher in this environment is minimal, which deprives students from extensive interaction with a fluent English speaker and from personalized feedback. The amount of actual speaking opportunities is also limited in this environment. Suggestions for how this online environment can be more helpful in developing students' pragmatic competence are provided in Chapter 5.