The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. The overall contribution of the article is to build on a pedagogical framework for incorporating sociopragmatic dimensions into EAL listening pedagogy. To fill these voids, this article highlights six central issues, including (1) the unpacking of what sociopragmatic competence means to provide the reader with theoretical positioning of the term (2) the use of videos as a mediating tool for promoting sociopragmatic competence in the EAL listening classroom (3) some criteria for selecting spoken texts for EAL listening materials (4) different sociopragmatically-oriented listening tasks (5) some evidence on the use of the tasks in the actual classroom, and (6) implications for EAL listening pedagogy in Asia and beyond. However, this competence is underrepresented in the English as an additional language (EAL) listening classroom, and there is little discussion on how sociopragmatic competence should be addressed in this context. Sociopragmatic competence has widely been discussed and examined in second language (L2) classrooms.
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