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A good mastery of a range of formulaic sequences appears to be an important component of successful language learning (Wood, 2015; Wray, 2002). Certain formulaic sequences, known as pragmatic formulas, play a vital role in developing second language pragmatic competence, as they are crucial for successful speech act realization (Bardovi-Harlig, 2012). However, this category of formulaic language has been rather neglected in ESL pedagogy. To date, approaches to teaching formulaic language and pragmatics mainly use awareness-raising techniques; this approach, however, lacks potential for retention of formulaic sequences in learners’ long-term memory (Boers & Lindstromberg, 2009). This article reports on a 6-hour course that was taught to 4 intermediate ESL students enrolled in one of the Language Instruction for Newcomers to Canada (LINC) programs in Ontario. The course followed a refined approach to teaching pragmatic formulas that went beyond awareness-raising and consisted of three teaching phases: awarenessraising, deep cognitive engagement, and practice. Results of the final assessment showed that 2 participants expanded their repertoires of both refusal and thanking pragmatic formulas, while the other 2 participants improved their performance in the thanking speech acts. Une bonne maitrise d’une gamme de formules semble etre une composante importante de l’apprentissage reussi d’une langue (Wood, 2015; Wray, 2002). Certaines formules, qu’on appelle des formules pragmatiques, jouent un role essentiel dans le developpement de la competence pragmatique en langue seconde puisqu’elles sont cruciales a la realisation des actes de langage (Bardovi-Harlig, 2012).Toutefois, la pedagogie en ALS a plutot neglige cette categorie de formules. Jusqu’a present, les approches en enseignement des formules et de la pragmatique reposent surtout sur des techniques consistant a faire prendre conscience des expressions. Cependant, cette approche n’est pas susceptible d’aider les etudiants a retenir les formules a long terme (Boers & Lindstromberg, 2009). Cet article rend compte d’un cours de 6 heures enseigne a 4 etudiants intermediaires en ALS inscrits a un programme de CLIC (Cours de langue pour les immigrants au Canada) en Ontario. Le cours a adopte une approche plus poussee a l’enseignement des formules pragmatiques qui depassait la conscientisation et qui s’est deroule en trois etapes: la prise de conscience, un engagement cognitif profond et la pratique. Les resultats de l’evaluation finale indiquent que 2 participants ont elargi leur repertoire de formules pragmatiques visant le refus et celles visant le remerciement, alors que les 2 autres ont ameliore leur rendement en matiere de formules de remerciement.

An Emerging Pedagogical Approach to Teaching Pragmatic Formulas