"This book introduces the main concepts of second language pragmatics, presenting findings on the development of young language learners' speech act perception and production. It also explores issues in conducting pragmatics research with children, demonstrating how participant-centred data elicitation methods can complement traditional methods"--
This book introduces the main concepts and research findings of second language pragmatics in relation to young language learners. It also explores issues in teaching pragmatics and conducting pragmatics research with children, demonstrating how participant-centred data elicitation methods can complement traditional methods.
This book contributes to the literature of interlanguage pragmatics by building an interface between researching and teaching speech acts in the Chinese context. It is written for researchers, language educators, classroom teachers and readers who are interested in interlanguage pragmatics research, acquisition and teaching, with particular reference to speech acts performed by Chinese learners of English, and their relationships with the learners’ first language and cultural concepts. It provides a more advanced understanding of the production and development of speech acts of Chinese learners of English from the cross-linguistic, cross-cultural, L1 and L2 developmental perspectives, drawing on relevant second language acquisition theoretical frameworks. It also recommends research-informed pedagogies that are applicable to other learners of English.
New Directions in Second Language Pragmatics brings together varying perspectives in second language (L2) pragmatics to show both historical developments in the field, while also looking towards the future, including theoretical, empirical, and implementation perspectives. This volume is divided in four sections: teaching and learning speech acts, assessing pragmatic competence, analyzing discourses in digital contexts, and current issues in L2 pragmatics. The chapters focus on various aspects related to the learning, teaching, and assessing of L2 pragmatics and cover a range of learning environments. The authors address current topics in L2 pragmatics such as: speech acts from a discursive perspective; pragmatics instruction in the foreign language classroom and during study abroad; assessment of pragmatic competence; research methods used to collect pragmatics data; pragmatics in computer-mediated contexts; the role of implicit and explicit knowledge; discourse markers as a resource for interaction; and the framework of translingual practice. Taken together, the chapters in this volume foreground innovations and new directions in the field of L2 pragmatics while, at the same time, ground their work in the existing literature. Consequently, this volume both highlights where the field of L2 pragmatics has been and offers cutting-edge insights into where it is going in the future.
An understanding of sociocultural context is crucial in second language learning – yet developing this awareness often poses a real challenge to the typical language learner. This book is a practical language teachers’ guide that focuses on how to teach socially and culturally appropriate language for effective communication. Moving beyond a purely theoretical approach to pragmatics, the volume offers practical advice to teachers, with hands-on classroom tasks included in every chapter. Readers will be able to: · Identify possible causes of learner errors and choices in cross-cultural communication · Understand second language acquisition theories that support their classroom practices · Develop a pragmatics-focused instructional component, classroom-based assessments, and curricula · Help learners to become more strategic about their learning and performance of speech acts · Incorporate technology into their approach to teaching pragmatics This book aims to close the gap between what research in pragmatics has found and how language is generally taught today. It will be of interest to all language teachers, graduate students in language teaching and linguistics, teacher educators, and developers of materials for teaching language.
Language teachers have long been aware of the devastating effect of learners' grammatically correct, yet situationally inappropriate spoken or written communication. This volume addresses how to raise learner awareness of pragmatic gaffes through research-based, field-tested activities, such as composing email requests, giving advice, making workplace requests, expressing opinions, providing constructive peer-to-peer critical feedback, negotiating refusals, and collaborating through activities enabled by an online tool called Talkpoint. Teachers are given vital support in these activities through extensive worksheets, audio files, transcripts, and answer keys. The chapters in this volume provide information and activities primarily related to the realization of speech acts and the effect of different contexts on their form. The subsequent volume, Pragmatics: Teaching Natural Conversation, focuses on the role of formulas in performing speech acts and on the characteristics of longer sequences. **This title also includes a companion website with online resources.**
The present volume embraces a series of studies on pragmatic issues taking into account different contexts and ages thus allowing for wider perspectives on interlanguage pragmatics.
Speech acts are an important and integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been demonstrated in studies conducted in the field of interlanguage pragmatics which indicate that the performance of speech acts may differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters. Considering these concerns, the aim of this volume is two-fold: to deal with those theoretical approaches that inform the process of learning speech acts in particular contextual and cultural settings; and, secondly, to present a variety of methodological proposals, grounded on research-based ideas, for the teaching of the major speech acts in second/foreign language classrooms. This volume is a valuable theoretical and practical resource not only for researchers, teachers and students interested in speech act learning/teaching but also for textbook writers wishing to have an informed opinion on the pedagogical implications derived from research on speech act performance.
This innovative book links theory to practice with regard to teaching pragmatics. In laying out why this is useful, how it is achievable, and what to teach when it comes to pragmatics, this book outlines the theoretical background and offers a wide range of hands-on activities. While offering coverage of timely issues like pragmatics in text messaging, the authors expertly provide further guidance for developing pragmatics curricula for learners of different ages and languages, and at different proficiency levels in a research-based, practical way. This reader-friendly resource gives pre- and in-service FL/L2 teachers the tools and confidence to understand and implement these principles in the classroom and beyond. Advanced students and researchers of applied linguistics, education, and psychology, as well as curriculum developers, teacher trainers, and aspiring teachers around the world – and their students – will benefit from this unique book.
This book explores second language pragmatic development with a specific focus on two areas: classroom-based pragmatic instruction in the study abroad context, and using technology for developing and assessing pragmatic competence. Teaching Pragmatics and Instructed Second Language Learning directly compares the effects of technology platforms and traditional paper-based tasks within the second language environment for developing pragmatic competence. These analyses are based on empirical research of how undergraduate Chinese learners of English receive explicit instruction in classrooms using different training materials. The book makes an original and innovative contribution to collecting oral speech act data in the form of computer-animated production tasks (CAPT) designed to enhance learner engagement and performance. Using this tool, it explores the beneficial role of technology in teaching and learning, offering practitioners and researchers practical ways to maximise second language pragmatic development in the classroom.
