Daniel Márquez, Alicia Martínez-Flor

Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction

Introduction

Suggestions: an integrated taxonomy and its pedagogical application in l2 pragmatic instruction. Explore an integrated taxonomy of L2 English suggestion strategies & politeness markers. This article details its pedagogical application, offering an instructional sequence for L2 pragmatics teaching.

Abstract

This article presents a unified taxonomy of linguistic strategies and politeness markers for making suggestions in English, alongside guidelines for its integration into second/foreign language (L2) pragmatics instruction. In response to the lack of systematic frameworks for analyzing this speech act in recent decades, the development of such a typology is essential. Drawing on four existing classification systems, the taxonomy incorporates both the inherent features of the speech act and language-related factors, such as directness and mitigation, that influence its realization. The second part of the article proposes an instructional sequence for teaching suggestions in L2 contexts, designed to implement the unified taxonomy while incorporating five key instructional components: input presentation, awareness-raising, metapragmatic instruction, communicative practice, and feedback. This sequence aligns with current conceptualizations of L2 pragmatics, promotes learner agency, and underscores the teacher’s role in supporting learners as they negotiate their identity through pragmatic choices.

Review

This article addresses a significant gap in L2 pragmatics by proposing an integrated taxonomy for analyzing and teaching the speech act of making suggestions in English. The authors aptly identify the historical lack of systematic frameworks for this particular speech act, making the development of such a typology a timely and crucial contribution. The taxonomy itself is meticulously constructed, synthesizing insights from four existing classification systems and incorporating both the inherent features of suggestions and vital language-related factors like directness and mitigation. This dual focus ensures a comprehensive and nuanced understanding of how suggestions are realized linguistically, laying a strong foundation for both theoretical analysis and practical application. Beyond the theoretical contribution, the paper excels in its practical pedagogical application. It outlines a detailed instructional sequence designed to effectively integrate the proposed taxonomy into L2 classroom settings. This sequence is robust, incorporating five key instructional components: input presentation, awareness-raising, metapragmatic instruction, communicative practice, and feedback. Such a structured approach demonstrates a deep understanding of current L2 pragmatics pedagogy, emphasizing learner agency and the critical role of the teacher in guiding students. The article convincingly argues that this sequence not only promotes pragmatic competence but also supports learners in navigating their identity through nuanced pragmatic choices, a vital aspect often overlooked. Overall, "Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction" offers a valuable and much-needed resource for the field. Its dual contribution of a systematic taxonomy and a well-articulated instructional sequence makes it highly relevant for both researchers and practitioners in second/foreign language education. The paper's strength lies in its ability to move beyond mere description, providing a clear pathway for instructors to enhance their students' pragmatic competence in a systematic and pedagogically sound manner. It stands as an important step forward in enriching L2 pragmatics instruction.

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