(Ebook) Teaching and learning pragmatics where language and culture meet 1st Edition by Noriko Ishihara, Andrew D Cohen ISBN 1408204576 9781408204573

(Ebook) Teaching and learning pragmatics where language and culture meet 1st Edition by Noriko Ishihara, Andrew D Cohen ISBN 1408204576 9781408204573

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ISBN 10: 1408204576 
ISBN 13: 9781408204573
Author: Noriko Ishihara, Andrew D Cohen

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.

(Ebook) Teaching and learning pragmatics where language and culture meet 1st Table of contents:

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 knowledge
Teacher 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 compliments
Strategies 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 implicature
1 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 norms
Discussion
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
Deductive and inductive instruction for L2 pragmatics
An explanatory approach to L2 pragmatics instruction and critical pragmatics
Discussion
7. Class observation and teaching demonstrations
Introduction
Points of observation for pragmatics-focused instruction
Teaching Demonstration 1: Teaching giving and responding to compliments (ESL)
Learners and the context
Objectives
Suggested time and materials
Classroom instruction/assessment procedures
A Introduction and needs assessment
B Student research and analysis of language and contextual factors
C Additional analysis of pragmatic norms related to compliments
D Responses to compliments
E Sustaining conversation using compliments
F Closing
Teaching Demonstration 2: Teaching requesting (EFL)
Learners and the context
Objectives
Suggested time
Classroom instruction/assessment procedures
A Initial reactions to language use in context
B Production of written request discourse
C Learners’ data collection in authentic L1/L2 discourse
D Learners’ reflections on language use in context
E Learners’ analysis of the language–context relationship
F Language-focused development and assessment
G Learners’ self-revising, role-playing, and refining their request discourse
H Learners’ self-evaluation of written-request discourse
I Analysis of speaker’s intention and listener’s interpretation
J Teacher–learner collaborated assessment regarding intention and interpretation
Sample material
Sample data
Sample data
Sample data
Sample data
Discussion
8. Adapting textbooks for teaching pragmatics
Introduction
Textbook analysis for pragmatic components
Using resources informed by research when adapting textbooks
Teaching complaints
Teaching requests in an academic setting
Teaching conversational closing
Teaching conversational implicature
Teaching gendered language
Discussion
9. Discourse, interaction, and language corpora
Introduction
The role of conversation analysis in L2 pragmatics
CA in the study of L2 pragmatics
Instructional activities using CA in the teaching of L2 pragmatics
The role of language corpora in teaching L2 pragmatics
Discussion
10. Lesson planning and teacher-led reflection
Introduction
Teachers’ response journal
Lesson-plan design
Rubric for self-assessing the pragmatics lesson plan
Discussion
11. Curriculum writing for L2 pragmatics: principles and practice in the teaching of L2 pragmatics
Introduction
Pragmatics as the organizing principle
Sample pragmatics-focused curricular materials
Principles for curriculum development and sample materials
Explicitly stating the primary goal and approach to L2 pragmatics
Utilizing empirically established information and naturalistic speech samples
Guiding learners’ observations and raising pragmatic awareness
Example 1
Example 2
Providing interactional and language-focused practice
Example 3
Facilitating (self-) evaluation
Example 4
Explaining cultural reasoning for L2 pragmatic norms
Providing communication strategies for pragmatic L2 use
Referring teachers and learners to resources on L2 pragmatics
Discussion
Part Three: Further issues in the learning, teaching, and assessment of pragmatics
12. Strategies for learning and performing speech acts
Introduction
Strategies in language learning and language use
A taxonomy of learner strategies for acquiring speech acts
Strategies for the initial learning of speech acts
Strategies for performing speech acts
Metacognitive strategies for the learning and performing of speech acts
Factors influencing successful use of speech act strategies
Learner characteristics
The nature of the task
The context for language use
Discussion
13. Incorporating technology into pragmatics-focused instruction
Introduction
The use of feature films and situational comedies
Audio/video materials and other forms of visual support
Online tools for creating language exercises
Multiple-choice exercises
Matching exercises
“Form Mail” exercises
Computer-mediated communication (CMC) tools
Instructional technologies and learner cognition
Discussion
14. Approaches to assessing pragmatic ability
Why assess pragmatics in the classroom?
Approaches to assessing performance of L2 speech acts
Measuring comprehension of speech acts
Measuring speech acts production
Oral role-play
Written discourse as if spoken
Multiple-choice and short-answer completion items
Suggested strategies for assessing L2 speech acts
Realistic situations
Rating for key aspects of performance
Debriefing student interpretations of the context
Checking for the role of subjectivity in L2 pragmatics performance
Checking your learners’ rationale for their speech acts responses
Determining when to assess for speech acts performance
Discussion
15. Assessment of pragmatics in the classroom
Introduction
Research-based assessment of pragmatic ability
Example 1
Assessment rubrics
Focus on linguistic aspects (assessing pragmalinguistic ability)
Example 2
Focus on cultural aspects (assessing sociopragmatic ability)
Example 3
Example 4
Example 5
Focus on analytic aspects (assessing metapragmatic ability)
Example 6 – assessment of learners’ analysis of contextual factors
Example 7
Assessing pragmatics based on learners’ goals and intentions
Example 8
Example 9
Example 10
Self-assessment
The role of reflection in self-assessment of pragmatic ability
Teacher scaffolding in self-assessment
Example 11
Discussion
Conclusion
References

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Tags: Noriko Ishihara, Andrew D Cohen, learning, pragmatics