@article{oai:dwcla.repo.nii.ac.jp:00002209,
 author = {UENO, Yuko and UENO, Yuko},
 journal = {Asphodel},
 month = {Jul},
 note = {application/pdf, AN00000289-20210724-146, English language education in Japan has focused on communicative competence for years. Successful communication can be enhanced by the study of linguistic pragmatics. However, it seems to be difficult to practice teaching pragmatics at public junior high schools. Several studies in pragmatics point out that it is not fully introduced in authorized junior high school textbooks. In fact, junior high school teachers might not regard pragmatics as important. Therefore, it is significant to increase teachers’ awareness of pragmatics and to recognize the potential role of textbooks in teaching pragmatics to help students learn to communicate in real situations. The aforementioned studies analyzed how pragmatics would be introduced in authorized textbooks; however, the studies have not mentioned how to handle pragmatics in teaching English. Therefore, in this paper the researcher focuses on three speech acts: requests, refusals, and apologies. The researcher also analyzes the story, “The Carpenter’s Gift”, in the textbook, NEW HORIZON English Course 2 (Tokyo Shoseki, 2015), in an attempt to indicate how junior high school teachers in Japan can teach pragmatics and what kind of instruction can be achieved through the use of textbooks. It is the hope of the researcher that this paper will help raise awareness of the teaching of pragmatics., 研究ノート},
 pages = {146--162},
 title = {Teaching Pragmatics in Japanese Junior High School:Analysis of “The Carpenter’s Gift”},
 volume = {56},
 year = {2021},
 yomi = {ウエノ, ユウコ}
}