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Teaching and learning pragmatics : where language and culture meet
- Author / Creator
- Available as
- Online
- Summary
-
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 practic...
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 c
Details
- Creator
- Noriko Ishihara and Andrew D. Cohen
- Format
- Books
- Language
- English
- Contributors
- Publication
-
- 1st ed
- London : Routledge, 2014
- Series
- Physical Details
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- 1 online resource (647 p.)
- ISBNs
- 113812673X, 1317863097, 1315833840, 1282664166, 1408204568, 9781408204573, 1408204576, 9781315833842, 1317863089, 9786612664168
- OCLC
- ocn885009316, on1024274790
- First published 2010 by Pearson Education Limited.
- Includes bibliographical references at the end of each chapters and index.
- English
- Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgments; Publisher's acknowledgements; Introduction; Part One: Grounding in the teaching and learning of L2 pragmatics; 1. Coming to terms with pragmatics; Pragmatic ability; Speech acts; Speech act sets; Speech acts across languages; Social, cultural, and pragmatic norms; Objective vs subjective culture and explanatory pragmatics; Learning how to be pragmatically appropriate in the L2 culture; Discussion; 2. Teachers' pragmatics: knowledge, beliefs, and practice; Introduction; Teacher knowledge, beliefs, and practice
- Teacher knowledgeTeacher knowledge and beliefs; Teacher beliefs and practice; Discussion; 3. Collecting data reflecting the pragmatic use of language; Introduction; Intuition and introspection; Elicited data: discourse completion tasks (DCTs) and role-plays; Examples of DCTs; Examples of role-plays; Field observation or recording of natural conversation; Discussion; 4. Describing speech acts: linking research and pedagogy; Introduction; Compliments and responses to compliments; Functions and strategies for complimenting; Topics of compliments
- Grammatical structures and word choice for complimentsStrategies for responses to compliments; Refusals; Functions and strategies for refusing; I Direct; II Indirect; Adjuncts to refusals; Apologies; Functions for the speech act of apologizing; Strategies for apologizing; Additional strategies for apologizing; Interjections and intensifiers; Requests; Functions and strategies for making requests; The typical request sequence; Request mitigators/upgraders; Supportive moves; Request perspectives; Conventionally indirect substrategies; Non-conventionally indirect strategies (requestive hints)
- Conversational implicature1 Irony; 2 Relevance maxim; 3 Minimum requirement rule; 4 Indirect criticism through implicature; 5 The POPE Q implicature; Discussion; 5. Learners' pragmatics: potential causes of divergence; Introduction; Five common causes of learners' divergence from pragmatic norms; Divergence due to insufficient pragmatic ability; 1 Negative transfer of pragmatic norms; 2 Limited L2 grammatical ability; 3 Overgeneralization of perceived L2 pragmatic norms; 4 Effect of instruction or instructional materials; Pragmatic divergence due to the learners' choice
- 5 Resistance to using perceived L2 pragmatic normsDiscussion; Part Two: The nuts and bolts of pragmatics instruction; 6. Theories of language acquisition and the teaching of pragmatics; Introduction; Cognitive frameworks relating to L2 pragmatic development; Noticing, awareness, and attention; Other cognitive frameworks related to L2 pragmatics; Interdisciplinary frameworks relating to L2 pragmatic development; Subjectivity and language learning; Speech accommodation theory; Second language socialization theory; Implications for teaching; Explicit and implicit instruction in pragmatics
- Awareness-raising approach for teaching pragmatics