Pragmatics in Language Teaching

doi:10.1017/CBO9781139524797

Pragmatics in Language Teaching examines the acquisition of language use in social contexts in second and foreign language classrooms.Included are 2 state-of-the-art survey chapters, and 11 chapters reporting the results of empirical research. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the United States, Asia, and Europe.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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List of contributors
pp vii-viii
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Series editors' preface
pp ix-x
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Preface
pp xi-xii
- By Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawai'i at Manoa
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Chapter 1 - Pragmatics in language teaching
pp 1-10
- By Gabriele Kasper, University of Hawai'i at Manoa, Kenneth R. Rose, City University of Hong Kong
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I - THEORETICAL AND EMPIRICAL BACKGROUND
pp 11-12
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Chapter 2 - Evaluating the empirical evidence: Grounds for instruction in pragmatics?
pp 13-32
- By Kathleen Bardovi-Harlig, Indiana University
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Chapter 3 - Classroom research on interlanguage pragmatics
pp 33-60
- By Gabriele Kasper, University of Hawai'i at Manoa
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II - ISSUES IN CLASSROOM-BASED LEARNING OF PRAGMATICS
pp 61-62
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Chapter 4 - Pragmatic and grammatical awareness: A function of the learning environment?
pp 63-79
- By Kimberly Niezgoda, Kanazawa Institute of Technology, Japan, Carsten Röver, University of Hawai'i at Manoa
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Chapter 5 - Why can't learners of JFL distinguish polite from impolite speech styles?
pp 80-102
- By Haruko Minegishi Cook, University of Hawai'i at Manoa
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Chapter 6 - A longitudinal study of the development of expression of alignment in Japanese as a foreign language
pp 103-120
- By Amy Snyder Ohta, University of Washington, Seattle
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III - THE EFFECTS OF INSTRUCTION IN PRAGMATICS
pp 121-124
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Chapter 7 - Acquiring French interactional norms through instruction
pp 125-144
- By Anthony J. Liddicoat, Griffith University, Australia, Chantal Crozet, Australian National University
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Chapter 8 - Inductive and deductive teaching of compliments and compliment responses
pp 145-170
- By Kenneth R. Rose, City University of Hong Kong, Connie Ng Kwai-fun, City University of Hong Kong
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Chapter 9 - The role of input enhancement in developing pragmatic competence
pp 171-199
- By Satomi Takahashi, Rikkyo University, Japan
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Chapter 10 - Explicit and implicit teaching of pragmatic routines: Japanese sumimasen
pp 200-222
- By Yumiko Tateyama, University of Hawai'i at Manoa
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Chapter 11 - Explicit instruction and JFL learner's use of interactional discourse markers
pp 223-244
- By Dina Rudolph Yoshimi, University of Hawai'i at Manoa
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IV - THE ASSESSMENT OF PRAGMATIC ABILITY
pp 245-247
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Chapter 12 - Use of address terms on the German Speaking Test
pp 248-282
- By John M. Norris, University of Hawai'i at Manoa
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Chapter 13 - Indicators for pragmatic instruction: Some quantitative tools
pp 283-300
- By Thom Hudson, University of Hawai'i at Manoa
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Chapter 14 - Pragmatics tests: Different purposes, different tests
pp 301-326
- By James Dean Brown, University of Hawai'i at Manoa
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References
pp 327-354
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Name index
pp 355-360
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Subject index
pp 361-368
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Pragmatics in Language Teaching

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

List of contributors
pp vii-viii

Series editors' preface
pp ix-x

Preface
pp xi-xii

Chapter 1 - Pragmatics in language teaching
pp 1-10

I - THEORETICAL AND EMPIRICAL BACKGROUND
pp 11-12

Chapter 2 - Evaluating the empirical evidence: Grounds for instruction in pragmatics?
pp 13-32

Chapter 3 - Classroom research on interlanguage pragmatics
pp 33-60

II - ISSUES IN CLASSROOM-BASED LEARNING OF PRAGMATICS
pp 61-62

Chapter 4 - Pragmatic and grammatical awareness: A function of the learning environment?
pp 63-79

Chapter 5 - Why can't learners of JFL distinguish polite from impolite speech styles?
pp 80-102

Chapter 6 - A longitudinal study of the development of expression of alignment in Japanese as a foreign language
pp 103-120

III - THE EFFECTS OF INSTRUCTION IN PRAGMATICS
pp 121-124

Chapter 7 - Acquiring French interactional norms through instruction
pp 125-144

Chapter 8 - Inductive and deductive teaching of compliments and compliment responses
pp 145-170

Chapter 9 - The role of input enhancement in developing pragmatic competence
pp 171-199

Chapter 10 - Explicit and implicit teaching of pragmatic routines: Japanese sumimasen
pp 200-222

Chapter 11 - Explicit instruction and JFL learner's use of interactional discourse markers
pp 223-244

IV - THE ASSESSMENT OF PRAGMATIC ABILITY
pp 245-247

Chapter 12 - Use of address terms on the German Speaking Test
pp 248-282

Chapter 13 - Indicators for pragmatic instruction: Some quantitative tools
pp 283-300

Chapter 14 - Pragmatics tests: Different purposes, different tests
pp 301-326

References
pp 327-354

Name index
pp 355-360

Subject index
pp 361-368

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Pragmatics in Language Teaching

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