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The book focuses on investigating pragmatic learning, teaching and testing in foreign language contexts. The volume brings together research that investigates these three areas in different formal language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Iranian, Spanish, Japanese) as well as the target foreign language (e.g. English, French, German, Indonesian, Korean, Spanish) makes the volume specially attractive for language educators in different sociocultural foreign language contexts. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural, language socialization, computer-mediated or conversation analysis should be of interest to graduate students and researchers working in the area of second language acquisition.
This book is a rich source of knowledge and inspiration for beginner and more advanced researchers, contributes to the development of the multilingual field of interlanguage pragmatics and provides valuable pedagogical implications for language teachers in the foreign language classroom.
Eva Alcón Soler, senior lecturer at University Jaume I, has been working on discourse and language learning since 1993. Her research has covered, among others, interlanguage pragmatics, lingua franca communication, interaction and second language acquisition. Her recent publications have focussed on intercultural language use and language learning and on learning pragmatics in foreign language contexts.
Alicia Martínez-Flor is a lecturer in the Department of English Studies, Universitat Jaume I of Castellón, Spain, where she teaches both undergraduate and postgraduate courses in EFL teaching methodology. As a result of her own learning process of the English language, she became interested in investigating the acquisition of pragmatic competence in foreign language contexts. Her research interests include second language acquisition and interlanguage pragmatics.
Amy Snyder Ohta: Preface
Introduction
1. Pragmatics in Foreign Language Contexts - Eva Alcón Soler and Alicia Martínez-Flor
Part 1: Investigating how Pragmatics can be Learned in Foreign Language Contexts
2. Language Socialization Theory and the Acquisition of Pragmatics in the Foreign Language Classroom - Margaret A. DuFon
3. Talking with a Classroom Guest: Opportunities for Learning Japanese Pragmatics - Yumiko Tateyama and Gabriele Kasper
4. Pragmatic Performance: What are Learners Thinking? - Tim Hassall
5. Learning Pragmatics in Content-Based Classrooms - Tarja Nikula
6. Computer-Mediated Learning of L2 Pragmatics - Marta Gonzalez-Lloret
Part 2: Investigating how Pragmatics can be Taught in Foreign Language Contexts
7. Using Translation to Improve Pragmatic Competence - Juliane House
8. Effects on Pragmatic Development through Awareness-Raising Instruction: Refusals by Japanese EFL Learners - Sachiko Kondo
9. Enhancing the Pragmatic Competence of Non-Native English-Speaking Teacher Candidates (NNESTCs) in an EFL Context - Zohreh R. Eslami and Abbass Eslami-Rasekh
Part 3: Investigating how Pragmatics can be Tested in Foreign Language Contexts
10. Investigating Interlanguage Pragmatic Ability: What are we Testing? - Sayoko Yamashita
11. Raters, Functions, Item Types, and the Dependability of L2 Pragmatics Tests - James Dean Brown
12. Rater, Item, and Candidate Effects in Discourse Completion Tests: A FACETS Approach - Carsten Roever