Abstract

This study examines how visual storytelling materials used in Japanese high schools support the development of pragmatic competence. It investigates the extent to which visual storytelling contextualizes language use and enables instruction in socially appropriate communication. The study also explores whether a sequenced set of language activities can further enhance learners’ pragmatic performance. Existing tasks targeting pragmatic functions were first analyzed to identify limitations in contextual support. Key scenarios where visual storytelling concludes were then selected to illustrate how these scenarios help learners recognize situational factors shaping language choice. Based on sample responses, expected language use was evaluated with attention to speaker–hearer distance, power relations, and degree of imposition. Findings show that current tasks often lack sufficient contextual cues, restricting opportunities for learners to understand politeness, formality, and indirectness. Learner-created scenarios through visual storytelling, however, provide rich contextualization that strengthens pragmatic awareness. The study concludes by emphasizing the value of visually supported scenarios and the teacher’s role in adapting them for contextually appropriate communication.

Chie Kawashima has 28 years of experience of teaching high school in Tochigi Prefecture, and currently focused on communicative English instruction. Her research interests include textbook analysis and interlanguage pragmatics in pedagogical contexts,