Pragmatics in language teaching
Author(s)
Bibliographic Information
Pragmatics in language teaching
（The Cambridge applied linguistics series / series editors, Michael H. Long and Jack C. Richards）
Cambridge University Press, 2001
- : hard
- : pbk
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Note
Includes bibliographical references (p. 327-354) and indexes
Description and Table of Contents
Description
Pragmatics in Language Teaching examines the acquisition of language use in social contexts in second and foreign language classrooms. Included are 2 state-of-the-art survey chapters, and 11 chapters reporting the results of empirical research. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the United States, Asia, and Europe.
Table of Contents
- 1. Pragmatics in language teaching
- 2. Evaluating the empirical evidence: Grounds for instruction in pragmatics?
- 3. Classroom research on interlanguage pragmatics
- Pragmatic and grammatical awareness: A function of learning environment?
- 5. Why can't learners of JFL distinguish polite form impolite speech styles?
- 6. A longitudinal study of the development of expression of alignment in JFL
- 7. Acquiring French interactional norms through instruction
- 8. Inductive and deductive teaching of compliments and compliment responses
- 9. The role of input enhancement in developing pragmatic competence
- 10. Explicit and implicit teaching of pragmatic routines: Japanese sumimasen
- 11. Explicit instruction and JFL learners' use of interactional discourse markers
- 12. Use of address terms on the German Speaking Test
- 13. Indicators for pragmatic instruction: Some quantitative tools
- 14 Pragmatics tests: Different purposes, different tests.
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