Speakers
Description
Organizing group presentations in class for students is a commonly-used teaching method, particularly in higher educational context to engage graduates in an active and hands-on way of absorbing abstract pragmatic knowledge in the pragmatics course. The purpose of this paper is to investigate the alignment and discrepancies between learners' and teachers' perspectives on group presentations in a Pragmatics course at Faculty of English, Hanoi Pedagogical University 2 in Vinh Phuc, Vietnam. The authors conducted a minor study via questionnaire surveys on 130 pragmatic junior students and four experienced teachers in teaching Pragmatics. Key findings revealed a range of matches and mismatches. While majority of students and teachers recognize the undeniable values of group presentations for enhancing pragmatic competence, self-study skills and critical thinking skills, and fostering an active learning and teaching process, they are often concerned about unequal participation, arguments in teamwork and group dynamics as well as gaining a comprehensive and thorough of pragmatics knowledge. This research seemingly contributes to the broader understanding of collaborative learning and teaching in language education and offers practical implications for curriculum design and instructional practices.
Keywords: Group presentation, Matches and mismatches, Students, Teachers, Perspectives
