In this presentation, Saki Araki reports her research as an undergraduate student: an interview-based survey on teacher beliefs about teaching L2 pragmatic competence in EFL contexts. She notes that while the learnability and teachability of L2 pragmatic competence have been a subject of research for some decades, there are still few studies focused on how English teachers form their beliefs about teaching L2 pragmatic competence. Eight Pragmatics SIG members joined her study and shared their ideas as well as their personal, educational, and academic backgrounds. Through the interview data, a wide range of matters relating to the teaching of pragmatics came to light: important aspects of pragmatic instruction that current and future English teachers should be aware of and useful ideas for their implementation in English classrooms in Japan.
Saki Araki is currently an undergraduate student and will complete her studies at Gakushuin University, Tokyo, this March. Her academic interests are L2 pragmatics, intercultural pragmatic competence, and ELF, with her interests coming from her experiences of intercultural communication as a user of Japanese, English, and German. She was recognized as an outstanding student of 2022 at the Department of English Language and Cultures of the university. After graduation, she will continue researching intercultural pragmatics as a master’s student.
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