New Directions In Second Language Pragmatics
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New Directions in Second Language Pragmatics
Author: J. César Félix-Brasdefer
language: en
Publisher: Walter de Gruyter GmbH & Co KG
Release Date: 2021-02-22
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.
Second Language Pragmatics
Author: Wei Ren
language: en
Publisher: Cambridge University Press
Release Date: 2022-07-14
This Element introduces the areas that second language (L2) pragmatics research has investigated. It begins with a theme-based review of the field with respect to L2 pragmatics learning, teaching, and assessing. The section on pragmatics learning examines studies on learners' pragmatic production and perception, and analyzes research modalities in this field. The section on pragmatics teaching examines the effects of and different approaches to L2 pragmatics instruction; and the section on pragmatics assessing examines the aspects involved in testing learners' pragmatic competence, and studies on issues related to validity and rating in pragmatics assessing. The Element then analyzes studies exploring learners' cognitive processes during pragmatic performance, and case studies are provided to showcase two ongoing projects, one investigating advanced learners' self-praise on social media and the other investigating lingua franca pragmatics among children. Finally, the Element offers some topics and questions for future research in L2 pragmatics.
Task-based Language Teaching and Beyond: L2 Pragmatics Instruction for Young Learners
This book provides a groundbreaking exploration of how task-based language teaching (TBLT) can effectively develop second language (L2) pragmatic competence in young learners. Bridging the gap between TBLT and L2 pragmatics, this volume addresses critical issues in language education, offering insights into teaching key speech acts. Specifically, it compares the outcomes of TBLT with the traditional PPP framework in teaching L2 speech acts to Polish learners of L2 English aged 8 to 9. Chapter 1 deals with pragmatics and pragmatic competence, highlighting its importance in effective communication and language use in social contexts. It addresses L2 pragmatics, the development of L2 pragmatic competence, and the challenges in teaching and assessing this competence. Chapter 2 overviews TBLT, its theoretical foundations, practical implementation, and related empirical research. It discusses the cognitive-interactionist and sociocultural perspectives on L2 acquisition and the effectiveness of tasks. Chapter 3 reviews empirical research on using tasks in teaching L2 pragmatics, especially to young learners. Chapter 4 details the research methodology used in the study, including the context, participants, target speech acts, data elicitation instruments, and analysis procedures. Chapter 5 presents the results of the study. Chapter 6 discusses the findings, their pedagogical implications, and the limitations of the study. Chapter 7 offers conclusions. Rich with pedagogical implications, the volume is an essential resource for researchers and practitioners interested in task-based and task-supported teaching, L2 pragmatics, and innovative approaches to teaching young learners.