Abstract:
Within the field of language pedagogy there is a growing awareness of the need to sensitise learners to the possibility of sociopragmatic failure in a society that incorporates" multiple groups" and "multiple codes" (Scollon and Scollon, 1983). Sociopragmatic failure arises from crossculturally varying perceptions as to what constitutes appropriate language behaviour (Thomas, 1983). Learners should be made aware of the violations that occur. Teachers should be aware of when it is appropriate to correct language behaviour and when it is only appropriate to discuss language behaviour. They may otherwise be in danger of imposing their own code of reference which can mean that the learner's identity is put under threat (Gumperz et al., 1979; Thomas, 1983; Di Pietro, 1987; Rossner and Bolitho, 1990).
This research is a qualitative case study of teaching language use in a second language classroom. It has made use of an ethnographic approach to observe and analyse the lessons in the classroom selected for study. It sets out to identity the pedagogical procedures that are conducive to raising learners' awareness about the effects of their own language behaviour and that of others in order to communicate more effectively. The raising of awareness about language use is considered to be a significant means by which to develop the learners' pragmatic competence.
The study reveals the importance of a bilateral (crosscultural) perspective as opposed to a unilateral (native speaker) perspective in teaching language use and particularly during elicitation and feedback. On the basis of the case study a set of methodological principles are suggested to encourage awareness-raising about language use. These principles take account of the predictable and the unpredictable elements of language use as well as the sociopragmatic dimension underlying it.
