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Teaching, learning and investigating pragmatics : principles, methods and practices /
This volume presents a collection of research papers investigating how to foster the learning and teaching of pragmatic phenomena, as well as how to administer tests that assess pragmatic competence in second/foreign language education with regards to several target languages. The topics investigate...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2015.
©20 |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Preface / Sara Gesuato, Francesca Bianchi and Winnie Cheng
- Introduction / Francesca Bianchi
- Introduction / Francesca Bianchi
- Part I: Principles, Methods and Practices in Pragmatics and Pragmatics-Focused Pedagogy: Section 1. Teaching and Learning: Chapter One. Teachers' perceptions of email requests: insights for teaching pragmatics in study abroad contexts / Eva Alcón-Soler
- Chapter Two. "Teacher! You need to give me back my homework:" assessing students' needs for a pragmatics curriculum in an academic ESL program / Patricia Frenz-Belkin
- Chapter Three. Pragmatic competence, length of residence, amount of contact and intensity of interaction / Zohreh R. Eslami and Soojin Ahn
- Chapter Four. Comparing textbooks and TV series as sources of pragmatic input for learners of Italian as a second language: the case of compliments and invitations
- Chapter Five. Teaching L2 pragmatics: from an empirical study to recommendations for pedagogical practice / Phyllisienne Gauci
- Section 2. Testing and Assessing: Chapter Six. Designing instructional effect studies for L2 pragmatics: a guide for teachers and researchers / Kathleen Bardovi-Harlig
- Chapter Seven. "You have no choice:" pragmatic considerations in current language test instruments / Richard Chapman
- Chapter Eight. DCTs versus naturally occurring data in the realization of disagreement by non-native speakers of English / Carmen Maíz-Arévalo
- Chapter Nine. The use of corpora to identify the pragmatic knowledge associated with different levels of language proficiency / María Luisa Carrió-Pastor and Miguel Casas Gómez
- Part II: Principles, Methods and Practices in Specific Areas of Pragmatic Competence: Section 3. Conversation. Chapter Ten. An interaction-focused pedagogy based on conversation analysis for developing L2 pragmatic competence / Anna Filipi and Anne-Marie Barraja-Rohan
- Chapter Eleven. Topic management and interactional competence in Spanish L2 conversation / Marta García García
- Chapter Twelve. Peer and teacher feedback in improving pragmatic conversation skills / William Collins
- Chapter Thirteen. Towards a pedagogical framework to develop the listenership of Japanese EFL/ESL learners / Pino Cutrone
- Section 4. Speech Acts. Chapter Fourteen. Criteria for the identification of moves: the case of written offers / Sara Gesuato
- Chapter Fifteen. "Thanks a bunch:" cross-cultural comparison of the speech act of thanking / Winnie Cheng and Andy Seto
- Chapter Sixteen. The variability of compliment responses: Italian and German data / Marina Castagneto and Miriam Ravetto
- Chapter Seventeen. Universality and relativity in cross-cultural pragmatics: requests and apologies in English and Italian / Loredana Pozzuoli
- Section 5. Aspects of grammar: Chapter Eighteen. The acquisition of emotional competence in L2 learners of Italian through specific instructional training / Anna De Marco and Emanuela Paone
- Chapter Nineteen. Denn, eigentlich, überhaupt: three "pragmatic particles" in German / Marion Weerning
- Chapter Twenty. Instructional advantages of a pragmatic account of mood distribution in Spanish complements / Patxi Laskurian-Ibarluzea
- Chapter Twenty One. Conversational implicatures in the Croatian EFL classroom / Ana Werkmann Horvat and Ana Kevdeš
- Chapter Twenty Two. Some, and possibly all, adults compute scalar implicatures / Yhara M. Formisano.