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 language teachers' guide that focuses on how to teach socially and culturally preferred language for effective intercultural communication.
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 language teachers' guide that focuses on how to teach socially and culturally preferred language for effective intercultural communication.
Noriko Ishihara, Ph.D., is Professor of Applied Linguistics at Hosei University in Tokyo and facilitates language teachers' professional development courses in Japan, online, and elsewhere, with a special focus on L2 pragmatics and intercultural communication. She serves as a researcher in applied linguistics, teacher of English as an additional language, and language teacher educator while working to bridge peace linguistics and critical awareness of equity and diversity in language learning/teaching. Andrew D. Cohen (contributor) was a Peace Corps Volunteer in rural community development with the Aymara Indians on the High Plains of Bolivia (1965-1967); Professor of ESL at UCLA (1972-1975); Professor of Language Education at the Hebrew University (1975-1991) with a year as Fulbright Lecturer and Researcher at the PUC in São Paulo, Brazil (1986-1987); and Professor of Second Language Studies at the University of Minnesota (1991-2013) with a year as a visiting professor at Auckland University, NZ (2004-2005).
Inhaltsangabe
Table of contents Preface Acknowledgments CHAPTER 1 Terms and concepts in pragmatics for language educators CHAPTER 2 Teachers' professional development in instructional pragmatics CHAPTER 3 Collecting data reflecting the pragmatic use of language CHAPTER 4 Describing pragmatic use of language: Linking research and pedagogy CHAPTER 5 Learners' pragmatics: Potential causes of divergence CHAPTER 6 Theories of second language acquisition and the teaching of pragmatics CHAPTER 7 Class observation and instructional examples for L2 pragmatics CHAPTER 8 Adapting textbooks for teaching pragmatics CHAPTER 9 Curriculum writing for L2 pragmatics: Principles and practice in the teaching of L2 pragmatics CHAPTER 10 Strategies for Learning and Performing Speech Acts Andrew D. Cohen CHAPTER 11 Incorporating technology into pragmatics-focused instruction CHAPTER 12 Assessment of L2 pragmatics in the classroom Conclusion References Index
Table of contents Preface Acknowledgments CHAPTER 1 Terms and concepts in pragmatics for language educators CHAPTER 2 Teachers' professional development in instructional pragmatics CHAPTER 3 Collecting data reflecting the pragmatic use of language CHAPTER 4 Describing pragmatic use of language: Linking research and pedagogy CHAPTER 5 Learners' pragmatics: Potential causes of divergence CHAPTER 6 Theories of second language acquisition and the teaching of pragmatics CHAPTER 7 Class observation and instructional examples for L2 pragmatics CHAPTER 8 Adapting textbooks for teaching pragmatics CHAPTER 9 Curriculum writing for L2 pragmatics: Principles and practice in the teaching of L2 pragmatics CHAPTER 10 Strategies for Learning and Performing Speech Acts Andrew D. Cohen CHAPTER 11 Incorporating technology into pragmatics-focused instruction CHAPTER 12 Assessment of L2 pragmatics in the classroom Conclusion References Index
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