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Introduction

Published online by Cambridge University Press:  29 September 2022

By
Nicola Halenko  and
Jiayi Wang
Edited by
Nicola Halenko  and
Jiayi Wang
Nicola Halenko
Affiliation:
University of Central Lancashire, Preston
Jiayi Wang
Affiliation:
De Montfort University, Leicester
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Summary

Written by an international team of experts, this groundbreaking book explores the benefits and challenges of developing pragmatic competence in English as a target language, inside and outside the classroom, and among young and adult learners of English. The chapters present a range of first language (L1) contexts, including China, Germany, Indonesia, Italy, Mexico, and Norway, to provide international perspectives on how different L1s present varying challenges for developing pragmatic awareness in English. The book outlines cutting-edge techniques for investigating spoken and written pragmatic competence, and offers both face-to-face and online practical teaching solutions. It also examines underexplored areas of second language (L2) pragmatics research, such as young learner groups, the effects of textbook materials, study abroad contexts, and technology-mediated instruction and assessment. Innovative and comprehensive, this volume is a unique contribution to the field of L2 pragmatics, and will be essential reading for researchers, course developers, language teachers, and students.

Type
Chapter
Information
Pragmatics in English Language Learning , pp. 1 - 6
Publisher: Cambridge University Press
Print publication year: 2022

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References

House, J. (2011). What is an intercultural speaker? In Alcón, E. Soler, & Safont, M. P. Jordà, (eds.), Intercultural Language Use and Language Learning. Dordrecht Springer, pp. 7–21.Google Scholar
Jeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In Morris, J. M. & Ortega, L. (eds.), Synthesizing Research on Language Learning and Teaching. Amsterdam: John Benjamins, pp. 165–211.Google Scholar
Plonsky, L., & Zhuang, J. (2019). A meta-analysis of L2 pragmatics instruction. In Taguchi, N. (ed.), The Routledge Handbook of SLA and Pragmatics, pp. 297–307.CrossRefGoogle Scholar
Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48, 1–50.CrossRefGoogle Scholar

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