Sociocultural Theory and L2 Instructional Pragmatics

by Rémi A. van Compernolle

Overview

Winner of the AAAL First Book Award 2017!

This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.

Product Details

ISBN-13:	9781783093267
Publisher:	Channel View Publications
Publication date:	11/13/2014
Series:	Second Language Acquisition , #74
Edition description:	New Edition
Pages:	232
Product dimensions:	5.85(w) x 8.25(h) x 0.50(d)

About the Author

Rémi A. van Compernolle is Assistant Professor of Second Language Acquisition and French and Francophone Studies in the Department of Modern Languages, Carnegie Mellon University. His areas of research include second language acquisition, pedagogy, and assessment, pragmatics and sociolinguistics, and classroom discourse and interaction.

Table of Contents

Acknowledgements vii

Transcription Conventions ix

1 Introduction 1

Introducing Sociocultural Theory and Second Language Instructional Pragmatics 1

Sociocultural Theory as a Basis for Educational Praxis 9

Research Context and Data Sources 23

Overview of the Chapters 27

2 Appropriateness in Language Learning and Language Teaching 29

Introduction 29

Theoretical Foundations of Appropriateness 30

Pragmatics as Mediated Action: A Pedagogical Framework 42

Conclusion 62

3 Understanding Learners as People 64

Introduction 64

Education and the Development of Personalities 66

Internalization as Personalization 76

Emotion and Instructional Pragmatics 85

Conclusion 90

4 Developing Awareness of Pragmatic Knowledge Through Verbalized Reflections 93

Introduction 93

Language as a Psychological Tool 95

Monologic Verbalized Reflection 98

Dialogic Verbalized Reflection 109

Conclusion 117

5 Developing Pragmatic Knowledge Through Appropriateness Judgment Tasks 120

Introduction 120

Dynamic Assessment and Pragmatic Knowledge 122

Dynamically Administered Appropriateness Judgment Tasks as Transformative, Developmental Activity 128

Pre-enrichment and Post-enrichment Appropriateness Judgment Tasks 144

Conclusion 150

6 Developing Performance Abilities Through Strategic Interaction Scenarios 153

Introduction 153

Dynamic Assessment and Pragmatic Performance 156

Human Mediation and the Emergence of Controlled Performance 162

Orientation, Execution and Control 171

Conclusion 181

7 The Future of Vygotskian Approaches to Instructional Pragmatics 184

Introduction 184

Implications for Research 188

Implications for the Classroom 196

Implications for Teacher Education 202

Final Comments 207

References 209

Editorial Reviews

This book provides a remarkably robust theoretical reconceptualization of L2 instructional pragmatics. The book is situated in a cutting edge treatment of sociocultural theory that is adeptly related to pedagogical practice in the difficult-to-teach area of pragmatics. Throughout the text, the theoretical and pedagogical discussions are richly illustrated with empirical examples. Overall, the work has significant implications for pragmatics and other discourse-based research in applied linguistics.

--American Association for Applied Linguistics Book Award Committee

This remarkable book recounts an empirical study of L2 instructional pragmatics from a Vygotskian perspective...Combining rigorous scholarship and clever application, van Compernolle's study reflects SCT's commitment to praxis, understood as the unification of educational theory and practice. In brief, the book's theoretical import lies in its careful reconceptualization of instructional pragmatics in terms of SCT, while its practical significance derives from its insightful pedagogical recommendations for materials, teaching and assessment. The end result is a work that will be of great interest to many kinds of readers--researchers, teachers, and graduate students.

--Carl S. Blyth, University of Texas at Austin, USA "The Modern Language Journal 99 (2015)"

This work is the first book-length proposal to reconceptualize instructional pragmatics from the perspective of Vygotskian Sociocultural Theory. Based on a cogent reconceptualization of 'appropriateness', the book offers a coherent approach to sociopragmatic and pragmalinguistic competencies as learning targets and to the instructional practices through which these competencies can effectively be developed and assessed in language instruction. With its profound theoretical grounding and empirical rigor, van Compernolle's book significantly advances scholarship on the instructed development of second language pragmatics.

-- "Gabriele Kasper, University of Hawaii at Mānoa, USA"

Van Compernolle's research presents a theoretically motivated and evidence-based instructional framework for mediating the development of pragmatic ability in language learners. He brings together important pedagogical applications of sociocultural theory, e.g. dynamic assessment, concept-based instruction, and the use of strategic interaction scenarios as an instruction tool. As such, the book makes a significant contribution to the sociocultural literature and provides a new direction for the theory and practice of developing pragmatic variation in language learners.

-- "Richard Donato, University of Pittsburgh, USA"

From the Publisher

This work is the first book-length proposal to reconceptualize instructional pragmatics from the perspective of Vygotskian Sociocultural Theory. Based on a cogent reconceptualization of 'appropriateness', the book offers a coherent approach to sociopragmatic and pragmalinguistic competencies as learning targets and to the instructional practices through which these competencies can effectively be developed and assessed in language instruction. With its profound theoretical grounding and empirical rigor, van Compernolle's book significantly advances scholarship on the instructed development of second language pragmatics.

Gabriele Kasper

Van Compernolle's research presents a theoretically motivated and evidence-based instructional framework for mediating the development of pragmatic ability in language learners. He brings together important pedagogical applications of sociocultural theory, e.g. dynamic assessment, concept-based instruction, and the use of strategic interaction scenarios as an instruction tool. As such, the book makes a significant contribution to the sociocultural literature and provides a new direction for the theory and practice of developing pragmatic variation in language learners.

Richard Donato

This remarkable book recounts an empirical study of L2 instructional pragmatics from a Vygotskian perspective...Combining rigorous scholarship and clever application, van Compernolle's study reflects SCT's commitment to praxis, understood as the unification of educational theory and practice. In brief, the book's theoretical import lies in its careful reconceptualization of instructional pragmatics in terms of SCT, while its practical significance derives from its insightful pedagogical recommendations for materials, teaching and assessment. The end result is a work that will be of great interest to many kinds of readers—researchers, teachers, and graduate students.

The Modern Language Journal 99 (2015) - Carl S. Blyth

This book provides a remarkably robust theoretical reconceptualization of L2 instructional pragmatics.  The book is situated in a cutting edge treatment of sociocultural theory that is adeptly related to pedagogical practice in the difficult-to-teach area of pragmatics.  Throughout the text, the theoretical and pedagogical discussions are richly illustrated with empirical examples.  Overall, the work has significant implications for pragmatics and other discourse-based research in applied linguistics.

American Association for Applied Linguistics Book Award Committee