Gregory Bornmann

Teachers College, Columbia University, TESOL, Alumnus

National Institute of Development Administration, Graduate School of Language and Communication, Faculty Member

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Aaron Gerow

Yale University

Ahmar Mahboob

The University of Sydney

Pierce Salguero

Pennsylvania State University

Ali Fuad Selvi

Middle East Technical University

David Seamon

Kansas State University

Simon McIntyre

The University of New South Wales

Armando Marques-Guedes

UNL - New University of Lisbon

John Sutton

Macquarie University

Rob S E A N Wilson

University of California, Santa Cruz

Simon Springer

The University of Newcastle

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Papers by Gregory Bornmann

Watzlawick's Pragmatic Paradoxes and Nietzsche's Logic

Language Gaming: SLA and Concepts of Play

Studies in language and literature, Nov 1, 1990

Making Television an Active Medium

Studies in language and literature, Sep 1, 1991

American Sincerity vs Japanese Politeness

Paper presented at 19th Annual JALT International Conference, Oct 9, 1993

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Chinese speech acts in the context of English language education more

Journal of Kibi International University, Department of Sociology, 1999

According to the Japanese Ministry of Education, there are an estimated 52,921 foreign students s... more According to the Japanese Ministry of Education, there are an estimated 52,921 foreign students studying in Japan, half of whom are Ethnic Chinese or Chinese nationals (Kawai, 1998). The presence of Chinese students at Japanese universities presents new challenges for curriculum design. Chinese students exhibit patterns of communicative behavior that are significantly different from their Japanese counterparts, and vastly different from native speakers of English. These unique cultural patterns require special attention from English language educators. Research in comparative speech acts and its pedagogical implications will be discussed, to demonstrate how studies of particular speech acts might be applied to the English language curriculum to better serve the needs of Chinese students. Such studies can play an important role in textbook and curriculum design for courses of communicative English.

Where you go?": Teaching Thai students about speech acts

ThaiTESOL Bulletin, Vol. 14, No. 2, Aug 1, 2001

As the form and significance of speech acts vary across cultures, language teachers must do more ... more As the form and significance of speech acts vary across cultures, language teachers must do more than simply supply their students with grammar and vocabulary. Speech acts such as greetings and leave-takings, &amp;quot;please&amp;quot; and &amp;quot;thank you,&amp;quot; compliments and responses, requests and rejections, and accepting invitations, can cause difficulty for Thai learners of English due to differing politeness strategies and cultural norms. Thai learners sometimes use phrases and strategies from Thai when speaking English, such as asking &amp;quot;Where you go?&amp;quot; as a greeting; thanking less frequently than native speakers; and saying &amp;quot;Yes&amp;quot; when they mean &amp;quot;No&amp;quot;. Such interference (the transfer of L1 pragmatic norms and strategies to L2) can lead to misunderstandings or &amp;quot;pragmatic failure.&amp;quot;

“Have you eaten yet?”: Teaching Chinese students how to do things with English

Proceedings of the 15th Conference on English Teaching and Learning in the Republic of China, 1998

Many Chinese language speech acts (including greetings, backchannel cues, invitations, complaints... more Many Chinese language speech acts (including greetings, backchannel cues, invitations, complaints, requests, and compliments) differ greatly from their English language counterparts. Conflicting cultural values (such as modesty vs agreement and harmony vs individualism) also result in differing politeness strategies. Studies in comparative pragmatics and their pedagogical implications are discussed. How such studies might be applied to the English language curriculum to better serve the needs of Chinese students is also considered. It is concluded that comparative studies of speech acts can play an important role in textbook and syllabus design for courses of communicative English.

Laying down the law: Teachers’ use of rules

On JALT 95: Curriculum and Evaluation., 1996

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Three Types of Pragmatic Failure Relevant to English Language Learning

This paper present s a typology of pragmatic failure to serve as a conceptual framework for the t... more This paper present s a typology of pragmatic failure to serve as a conceptual framework for the teaching of English as a second language, particularly to Japanese students. Three types of pragmatic failure are delineated: Type I (Failures due to L1 linguistic interference ) ; Type 2 (Failures due to transfer of L1 social norms); and Type 3 (Failures due to L2 Stereotypes). Each type is introduced and discussed. Examples of each type are analyzed. Inferences are drawn regarding how the failure in question could be avoided. Teaching suggestions are made as to how such competence may be acquired by English language learners.

Tokugawa Law: How it Contributed to the Economic Success of Japan

Important aspects of legal reform instituted by the Tokugawa Shogunate during the Edo Period resu... more Important aspects of legal reform instituted by the Tokugawa Shogunate during the Edo Period resulted in the development of trade and commerce in Japan. There is strong evidence that the institutional foundations of the the political economy of the Edo Period can be found in the overall evolving legal structure of the Tokugawa Shogunate. This paper supports this conclusion by exploring the legal foundations of the political economy of the Edo Period and examining how Tokugawa law ultimately contributed to the economic success of what was to become modern Japan.

American sincerity vs. Japanese politeness : speech act theory in an intercultural context

Familial Address Forms in Chinese

吉備国際大学社会学部研究紀要, 2001

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Tokugawa Law: How it Contributed to the Economic Success of Japan

吉備国際大学社会学部研究紀要, 2002

Three Types of Pragmatic Failure Relevant to English Language Learning

吉備国際大学社会学部研究紀要, 2000

In the beginning was the Speech Act..": Austin, Searle, and the Old Testament

Journal of Kibi International University 1 (3), 1993

Conventions and intentions: Speech Act Theory in an intercultural context

Journal of Kibi International University, 1994

Cultural Consideration in Syllabus Design

JACET National Conference Proceedings, Sep 5, 1997

Teaching Euphemism

JACET National Conference Proceedings, Nov 1, 2000

Familial Address Forms in Chinese

Journal of Kibi International University, Department of Sociology, 2001

Lexical guessing strategies in EFL reading. Hit or myth?

Journal of Foreign Language Education, Mar 31, 2004

Watzlawick's Pragmatic Paradoxes and Nietzsche's Logic

Language Gaming: SLA and Concepts of Play

Studies in language and literature, Nov 1, 1990

Making Television an Active Medium

Studies in language and literature, Sep 1, 1991

American Sincerity vs Japanese Politeness

Paper presented at 19th Annual JALT International Conference, Oct 9, 1993

Download

Chinese speech acts in the context of English language education more

Journal of Kibi International University, Department of Sociology, 1999

Where you go?": Teaching Thai students about speech acts

ThaiTESOL Bulletin, Vol. 14, No. 2, Aug 1, 2001

“Have you eaten yet?”: Teaching Chinese students how to do things with English

Proceedings of the 15th Conference on English Teaching and Learning in the Republic of China, 1998

Laying down the law: Teachers’ use of rules

On JALT 95: Curriculum and Evaluation., 1996

Download

Three Types of Pragmatic Failure Relevant to English Language Learning

Tokugawa Law: How it Contributed to the Economic Success of Japan

American sincerity vs. Japanese politeness : speech act theory in an intercultural context

Familial Address Forms in Chinese

吉備国際大学社会学部研究紀要, 2001

Download

Tokugawa Law: How it Contributed to the Economic Success of Japan

吉備国際大学社会学部研究紀要, 2002

Three Types of Pragmatic Failure Relevant to English Language Learning

吉備国際大学社会学部研究紀要, 2000

In the beginning was the Speech Act..": Austin, Searle, and the Old Testament

Journal of Kibi International University 1 (3), 1993

Conventions and intentions: Speech Act Theory in an intercultural context

Journal of Kibi International University, 1994

Cultural Consideration in Syllabus Design

JACET National Conference Proceedings, Sep 5, 1997

Teaching Euphemism

JACET National Conference Proceedings, Nov 1, 2000

Familial Address Forms in Chinese

Journal of Kibi International University, Department of Sociology, 2001

Lexical guessing strategies in EFL reading. Hit or myth?

Journal of Foreign Language Education, Mar 31, 2004

International misunderstandings

Speech given (in Japanese) at the Takahashi Cultural Center on April 4, 1998 for the Okayama Pref... more

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Poems, jokes & nonsense: Using non-academic texts to teach academic writing

Academic writing classes typically focus on "real world" content. A model essay of a particular... more Academic writing classes typically focus on "real world" content. A model essay of a particular type (e.g., cause & effect) is introduced, analyzed and then "applied" to a particular real world topic (e.g., climate change). While such an approach is certainly necessary in order to place writing into a meaningful context, the focus on "real world" content can become a distraction, as students to learn to grasp meaning but fail to acquire the linguistic competence necessary to produce meaning on their own. Studies in stylistics suggest that language acquisition requires a recurrent focus on form. Widdowson (2003), for example, recommends the use of literary texts, such as poems, which are disconnected from contexts and thus draw attention to their own form. Fish (2011) goes even further, suggesting the use of "nonsense" texts which force students to focus on form and create meaning for themselves. This presentation aims to promote the use of non-academic texts, such as poem, jokes and nonsense, as a necessary supplement to academic writing classes.

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How (not) to offend people in English

As comedian Jerry Seinfeld observes: "If you've ever been to a foreign country, the first th... more As comedian Jerry Seinfeld observes: "If you've ever been to a foreign country, the first thing you learn are the curse words." However, Thai learners of English “curse words” face several obstacles. First, non-native learners tend to focus on the literal meaning of words. Taboo words, however, are usually used for their emotional impact, so are more likely to be interpreted connotatively by listeners. Also, the use of taboo words relies heavily on context, including who (a kindergarten teacher or a longshoreman), where (in a church or in a locker room), and how (angrily or jokingly). Finally, linguistic taboos in English are different from Thai language taboos, so Thai speakers of English may feel they are being insulted when a native speaker is simply expressing strong feelings, or when hearing a word (such as "dog") which, in Thai, has a derogatory meaning but does not necessarily have one in English.

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Professionalism vs. Paternalism: The teacher’s role in an intercultural context

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Identity as motivation: Using English to express Thainess.

It has long been noted that cultural identity can be an obstacle to second language acquisition. ... more It has long been noted that cultural identity can be an obstacle to second language acquisition. As Taylor, Meynard, & Rheault (1977) observe, perceived threats to cultural identity create a separate motivational cluster that can impede both instrumental and integrative motivations. A survey of Thai university students indicates that motivations related to Thai identity (e.g., “protect the image of Thailand”: 79.4%) are quite strong. The purpose of this presentation is to explore ways that Thai cultural identity can supply a positive motivation for language learning. The distinction between Thais and non-Thais creates a natural "information gap" which can motivate Thai students to communicate about themselves and their culture. Sample activities which use English to express “Thainess” are introduced and discussed. A facebook quiz, "How Thai Are You?", is used to examine some underlying assumptions about identity. Thai television commercials, which commonly focus on Thainess, are also discussed.

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“Say it like you mean it!”: Teaching “sincerity”

In additional to being simply polite or formulaic expressions, many speech acts (such as thanking... more In additional to being simply polite or formulaic expressions, many speech acts (such as thanking, promising, complimenting, apologizing) must be spoken in a manner that conveys the appropriate level of sincerity. Indeed, often what is said may be less important than how it is said. Intonation, length, frequency, and other culture-specific factors, can greatly influence how utterances are interpreted. Sincerity and, more importantly, the things we choose to be sincere about, vary from culture to culture. Consequently, students must be taught to say what they mean--and to say it "like they mean it."

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“Have you eaten yet?”: Teaching Chinese students how to do things with English.

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Teaching Speech Acts to Korean Students

Cultural considerations in syllabus design

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Teaching with television

Although television viewing is usually considered a passive activity, in the language classroom t... more Although television viewing is usually considered a passive activity, in the language classroom television can be used to motivate thought and encourage active learning. While "captioned video" is not new, it is a tool which educators have only begun to explore. This paper opens with a discussion of the current technology, giving a basic description of captioned video, as well as the types of activities that captioned video makes possible. Criteria for selecting suitable content for language teaching is introduced, both for captioned and non-captioned programming. Television commercials, game shows, and situation comedies are examined, with a eye to the quality and difficulty of their linguistic content. Sample lessons are outlined.

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