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One of the few books in the field of applied linguistics to use pragmatics theory to support and implement pedagogical applications
This book investigates the most common challenges that learners of Japanese encounter in spoken interactions.
Through qualitative research with university students in Ireland, it highlights learners’ difficulties in navigating implicit meaning, sociocultural expectations and interactional norms. The author uses pragmatics theory to support and implement pedagogical applications to raise awareness in teaching environments of a wide range of indispensable communicative acts that learners need to use and interpret in real-life communication.
The book offers a fresh perspective, framing learners’ challenges through Relevance Theory, a cognitive approach to communication that has been underexplored in second language pragmatics research.
It will appeal to researchers in pragmatics, SLA, cognitive linguistics and Japanese pedagogy.
Erika Marcet is an Assistant Professor in Japanese and Head of the Japanese Section in the School of Modern Languages and Applied Linguistics at the University of Limerick, Ireland. Her research interests include Japanese language education, L2 pragmatics, teacher education and modern foreign language policy.
Foreword
Introduction
PART 1 THEORETICAL BACKGROUND
Chapter 1. Pragmatic Competence
Chapter 2. Pragmatics of L2 Japanese
Chapter 3. Relevance Theory
PART 2 THE STUDY
Chapter 4. Method
Chapter 5. The Data
Chapter 6. The Challenges
PART 3. PEDAGOGICAL IMPLICATIONS
Chapter 7. Pragmatic Competence Revised
Chapter 8. Classroom Applications