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This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education.
This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education.
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Autorenporträt
Troy McConachy is Associate Professor in Applied Linguistics at University of Warwick, UK. His research focuses on how the teaching and learning of L2 pragmatics can contribute to intercultural understanding, looking at the relationship between pragmatics and culture, metapragmatic awareness, classroom discourse, and teacher education. Anthony J. Liddicoat is Professor in the Department of Applied Linguistics at University of Warwick, UK, and Adjunct Professor in Justice and Society at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning.
Inhaltsangabe
Contents
List of Tables, Figures and Appendices
Contributors
Introduction: Second language pragmatics for intercultural understanding
TROY MCCONACHY AND ANTHONY J. LIDDICOAT
1. Negotiating politeness practices and interpersonal connections in L2 Japanese: Insights from study abroad narratives
Troy McConachy and Hanako Fujino
2. "But in England they're certainly very polite, so you mustn't forget that": Young EFL learners making sense of pragmatic practices
Milica Savic and Anders Myrset
3. Exploring framing categories in language learners' intercultural positioning: "Asia" and "the West"
Barbara Pizziconi
4. Literary pragmatics and intercultural dialogue in the beginning language class: A study in social reading
Peju Alfred and Chantelle Warner
5. Mixed-culture discussion activities as a tool for developing pragmatic and intercultural awareness
Andrew Barke and Momoyo Shimazu
6. Concept-Based Instruction for teaching and learning L2 (im)politeness
Natalia Morollón-Martí
7. Co-constructing non-essentialist pedagogy: Supporting teachers to support learners' translingual agency through L2 pragmatics instruction
Noriko Ishihara and Adriana Porcellato
8. Intercultural competence and pragmatics in the L2 classroom: Views of in-service EFL teachers in primary, secondary, and adult education
Gila A. Schauer
9. Towards a new measurement of intercultural competence: Assessing the pragmatic competence of intercultural speakers
