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Learning how to Request in an Instructed Language Learning Context
Interlanguage Pragmatics (ILP) is a field of growing interest. Focussing on the speech act of requesting, the volume provides information about opportunities for pragmatic learning and how pragmatics can be integrated into instructional foreign language learning contexts. In addition, the research reported here provides methodological insights for those interested in investigating ILP from a second language acquisition perspective. The reader will also encounter some research issues worth examining in relation to pragmatic language learning. Topics include the use of assessment instruments in measuring learners' perception and production of different pragmatic issues, the long-term effects of instruction, and the effectiveness of different teaching approaches.
Investigating Pragmatics in Foreign Language Learning, Teaching and Testing
The book focuses on investigating pragmatic learning, teaching and testing in foreign language contexts. The volume brings together research that investigates these three areas in different formal language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Iranian, Spanish, Japanese) as well as the target foreign language (e.g. English, French, German, Indonesian, Korean, Spanish) makes the volume specially attractive for language educators in different sociocultural foreign language contexts. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural, language socialization, computer-mediated or conversation analysis should be of interest to graduate students and researchers working in the area of second language acquisition.
Current Trends in the Development and Teaching of the four Language Skills
Current Trends in the Development and Teaching of the four Language Skills builds connections from theory in the four language skills to instructional practices. It comprises twenty-one chapters that are grouped in five sections. The first section includes an introductory chapter which presents a communicative competence framework developed by the editors in order to highlight the key role the four skills play in language learning and teaching. The next four sections each represent a language skill: Section II is devoted to listening, Section III to speaking, Section IV to reading and Section V to writing. In order to provide an extensive treatment of each of the four skills, each section st...
Speech Act Performance
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.
Speech Act Performance
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.
Pragmatic Competence and Foreign Language Teaching
This volume includes eleven chapters written by well-known specialists in foreign language teaching and interlanguage pragmatics: K. Bardovi-Harlig, D. Boxer, C. Clennell and S. Nichols, A. Cohen, M. A. Dufon, J. House, H. Kobayashi and C. Rinnert, A.J. Meier, M. P. Safont, P. Salazar, and A. Trosborg. The authors bring together both theoretical and empirical studies dealing with pragmatic competence and its teachability: they review the latest studies carried out in the field, examine issues of developmental pragmatics in the classroom, describe various projects and analyses of different pragmatic aspects, provide evidence of the benefits of explicit teaching of pragmatics, and suggest interesting activities to develop learners' pragmatic knowledge.
L2 Pragmatics in Action
This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present pedagogical approaches that bring teachers and learners together in action in the classroom setting. Written by an international team of experts, the volume examines the most relevant topics on instructional pragmatics in a variety of language contexts, including Brazil, China, Germany, Japan, Spain, the United States, and Vietnam. This global perspective represents a key contribution in the current increasingly multilingual and multicultural society. Taken together, the findings presented have diverse research and pedagogical implications, and provide new directions to explore L2 pragmatic competence. This innovative book will be a valuable resource for researchers and graduate students, as well as for language teachers and course developers.
Language Skills
This volume brings an international perspective to language skills – an area of importance to both theorists and practitioners in all contexts of language teaching and learning. The twenty-seven chapters included here are arranged into six sections devoted to fundamental background issues, spoken interaction, perception of speech sounds and production skills, reading contexts and purposes, writing challenges for advanced learners, and technology and language skills. Explored themes range from the conceptualization of language as skill and the development of L2 skills in communicative and intercultural approaches, through challenges in teaching specific skills and their components, to the c...
Language Skills from a Communicative Approach: A Focus on ELT Textbooks
Desde un punto de vista cuantitativo, los estudios culturales ocupan sin duda un espacio menor. Sin embargo, los tres artículos aquí presentados dan cuenta de la variedad de perspectivas posibles dentro de este apartado. No solo abarcan estos estudios diferentes géneros literarios, sino que recorren diferentes épocas históricas, desde el renacimiento hasta nuestros días. Así, destaca la recepción de la obra de Shakespeare adaptada a los principios estéticos del siglo XVIII español, la aparición de un problema tan actual como la violencia doméstica en el teatro y el cine de mediados del siglo XX o la vinculación de posicionamientos contraculturales de la generación Beat en la m...
Pedagogical Reflections On Learning Languages In Instructed Settings
Pedagogical Reflections on Learning Languages in Instructed Settings is intended to provide the latest pedagogical reflections that derive from research in a variety of key areas within the discipline of language learning. Thus, this volume aims at helping practising language teachers to update their teaching methodology.The book has fifteen chapters that are grouped around five sections. The first section of the book includes three chapters, which outline past approaches to language learning and highlight advances in our understanding of how languages are likely to be learned and taught. These three chapters provide the theoretical grounding for the rest of the volume by discussing outstand...
