An understanding of sociocultural context is crucial in second language learning yet developing this awareness often poses a real challenge to the typical language learner.
This book is a practical language teachers’ guide that focuses on how to teach socially and culturally appropriate language for effective communication. Moving beyond a purely theoretical approach to pragmatics, the volume offers practical advice to teachers, with hands-on classroom tasks included in every chapter.
Readers will be able to:
· Identify possible causes of learner errors and choices in cross-cultural communication
· Understand second language acquisition theories that support their classroom practices
· Develop a pragmatics-focused instructional component, classroom-based assessments, and curricula
· Help learners to become more strategic about their learning and performance of speech acts
· Incorporate technology into their approach to teaching pragmatics
This book aims to close the gap between what research in pragmatics has found and how language is generally taught today. It will be of interest to all language teachers, graduate students in language teaching and linguistics, teacher educators, and developers of materials for teaching language.
|Publisher:||Taylor & Francis|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.20(h) x 0.90(d)|
About the Author
Noriko Ishihara is Associate Professor of English as a Foreign Language at Hosei University, Japan and leads language teachers' professional development courses in the US and Japan. Her work has appeared in various journals and she is co-author of a Japanese language textbook with Magara Maeda, Advanced Japanese: Communication in Context (2010).
Andrew D. Cohen is Professor in Second Language Studies at the University of Minnesota. He has had many encounters with pragmatics, as a Peace Corps Volunteer in rural development with Aymara Indians in Bolivia, a Fulbright Scholar in Brazil, and a professor in Israel for many years. He is co-editor with Ernesto Macaro of Language Learner Strategies (2007).
Table of Contents
Teaching and Learning Pragmatics: Where Language and Culture Meet
Noriko Ishihara & Andrew D. Cohen
Grounding in the Teaching and Learning of L2 Pragmatics
Chapter 1 Coming to Terms with Pragmatics (Cohen)
Chapter 2 Teachers’ Pragmatics: Knowledge, Beliefs, and Practice (Ishihara)
Chapter 3 Collecting Data Reflecting the Pragmatic Use of Language (Ishihara)
Chapter 4 Describing Speech Acts: Linking Research and Pedagogy (Ishihara & Cohen)
Chapter 5 Learners’ Pragmatics: Potential Causes of Divergence (Ishihara & Cohen)
The Nuts and Bolts of Pragmatics Instruction
Chapter 6 Theories of Language Acquisition and the Teaching of Pragmatics (Ishihara)
Chapter 7 Class Observation and Teaching Demonstrations (Ishihara)
Chapter 8 Adapting Textbooks for Teaching Pragmatics (Ishihara)
Chapter 9 Discourse, Interaction, and Language Corpora (Cohen & Ishihara)
Chapter 10 Lesson Planning and Teacher-Led Reflections (Ishihara)
Chapter 11 Curriculum Writing for L2 Pragmatics: Principles and Practice in the Teaching of L2 Pragmatics (Ishihara)
Further Issues in the Learning, Teaching, and Assessment of Pragmatics
Chapter 12 Strategies for Learning and Performing Speech Acts (Cohen)
Chapter 13 Incorporating Technology into Pragmatics-Focused Instruction (Ishihara)
Chapter 14 Approaches to Assessing Pragmatic Ability (Cohen)
Chapter 15 Assessment of Pragmatics in the Classroom (Ishihara)