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El. knyga: Teaching Pragmatics and Instructed Second Language Learning: Study Abroad and Technology-Enhanced Teaching

(University of Central Lancashire, UK)
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This book explores second language pragmatic development with a specific focus on two areas: classroom-based pragmatic instruction in the study abroad context, and using technology for developing and assessing pragmatic competence.

Teaching Pragmatics and Instructed Second Language Learning directly compares the effects of technology platforms and traditional paper-based tasks within the second language environment for developing pragmatic competence. These analyses are based on empirical research of how undergraduate Chinese learners of English receive explicit instruction in classrooms using different training materials. The book makes an original and innovative contribution to collecting oral speech act data in the form of computer-animated production tasks (CAPT) designed to enhance learner engagement and performance. Using this tool, it explores the beneficial role of technology in teaching and learning, offering practitioners and researchers practical ways to maximise second language pragmatic development in the classroom.

Recenzijos

This is a highly interesting book investigating apologies and requests of study abroad learners that shows how innovative computer-animated tasks can be used for both teaching and research purposes. * Gila A. Schauer, Professor of English & Applied Linguistics, University of Erfurt, Germany * This volume is well written and logically organized ... Readers will find it easy to follow and informative on every issue discussed. It is most suitable for researchers and instructors of any language who are interested in not only understanding the effectiveness of classroom-based explicit pragmatic instruction, but also in using it as a template from which to create their own instructional materials and curriculum. * Journal of Contrastive Pragmatics *

Daugiau informacijos

Explores second language pragmatic development with a specific focus on classroom-based pragmatic instruction and using technology for developing and assessing pragmatic competence.
List of Figures
vi
List of Tables
vii
Acknowledgements ix
1 Introduction
1(12)
2 Researching L2 pragmatics
13(20)
3 Instructed L2 pragmatics
33(16)
4 Requests and apologies
49(18)
5 Background to the study
67(10)
6 Methodology
77(24)
7 Request and apology findings
101(28)
8 Study abroad language contact findings
129(18)
9 Discussion
147(24)
10 Conclusions and future directions
171(7)
Notes 178(2)
References 180(23)
Appendix 1 Living in the UK questionnaire 203(2)
Appendix 2 Scheme of work for the six-week explicit instructional period 205(4)
Appendix 3 Sample of communicative practice materials 209(1)
Index 210
Nicola Halenko is Senior Lecturer in English Language Teaching at the University of Central Lancashire, UK.
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