Incorporating L1 pragmatic norms and cultural values in L2: Developing english language curriculum for EIL in the Asia-Pacific region

After briefly reviewing two research paradigms, Contrastive Rhetoric and New Varieties of English, this paper reaffirms the intimate relationship between language and culture and calls for the incorporation of L1 pragmatic norms and cultural values in the teaching of English as an international language (EIL) in the Asia-Pacific region. Since transfer may take place at the discourse/pragmatic level in the EFL learning process, apparent anomalies in rhetorical organization and the linguistic realization of speech acts which deviate from standard Anglo-American practice should be interpreted with care, for the perceived anomalies at the discourse level may sometimes be accounted for by the learner’s resistance to adopt such norms. The legitimacy of the use of L1 pragmatic norms and cultural values in EFL should be acknowledged, and that native-speaker EFL instructors would benefit from raised awareness to such L1 norms and values, especially when they clash with those of English. Given the specific needs of EIL for interethnic communication within EFL communities in the Asia-Pacific region needs which are very different from those of native speakers of English, it is argued that L1 pragmatic norms and cultural values should be reflected in the EFL curricula in this region.