L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process

L2 Pragmatics in Action
Editorial page
Title page
Copyright page
Dedication page
Table of contents
Acknowledgements
List of contributors
Foreword
	References
Introduction
Chapter 1 L2 pragmatics in action
	1. Introduction
	2. L2 pragmatics teachers
	3. L2 pragmatics learners
	4. Teaching and learning L2 pragmatics in instructional settings
	5. Conclusion
	Funding
	Acknowledgements
	References
Part I Teachers
Chapter 2 Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module
	1. Introduction
	2. Review of the literature
		2.1 The rationale for teaching pragmatics
		2.2 Efforts at teaching L2 pragmatics over the years
		2.3 Designing a PD module for teaching L2 pragmatics
			2.3.1 Sequencing
			2.3.2 A framework for learning objectives and assessment
			2.3.3 Integrating an L2-based corpus as a key learning content
	3. Methodology
		3.1 Participants
			3.1.1 Adriana
			3.1.2 Cora
			3.1.3 Elizabeth
		3.2 Instrumentation and treatment
			3.2.1 The pre- and post-questionnaires
			3.2.2 An online, asynchronous course
				3.2.2.1 Component 1
				3.2.2.2 Component 2
				3.2.2.3 Component 3
		3.3 Data collection procedures
		3.4 Procedures for data analysis
	4. Results
		4.1 Adriana
			4.1.1 Adriana
			4.1.2 Adriana
			4.1.3 Adriana
		4.2 Cora
			4.2.1 Cora
			4.2.2 Cora
			4.2.3 Cora
		4.3 Elizabeth
			4.3.1 Elizabeth
			4.3.2 Elizabeth
			4.3.3 Elizabeth
	5. Discussion
		5.1 Summary of findings
		5.2 Limitations
		5.3 Interpretations
		5.4 Suggestions for future research
		5.5 Pedagogical implications
		5.6 Conclusions
	References
	Appendices
Chapter 3 Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics
	1. Introduction
	2. Literature review
	3. Methodology
		3.1 Setting and participants
		3.2 Structure and contents of the teacher training workshop
		3.3 Data collection instruments
	4. Results
		4.1 RQ1
		4.2 RQ2
		4.3 RQ3
	5. Conclusion and pedagogical implications
	6. Limitations and future directions
	References
Chapter 4 Teachers’ identity and agency in L2 pragmatics
	1. Introduction
	2. Theoretical framework
		2.1 Translingual practice, translanguaging, and pragmatics
		2.2 Translingual identity as pedagogy
	3. Methodology
		3.1 Participants
		3.2 Data collection
		3.3 Data analysis
	4. Findings
		4.1 Adriana’s metapragmatic awareness mediating her translingual identities
		4.2 Adriana’s translingual identity as pedagogy
		4.3 Malila’s metapragmatic awareness mediating her translingual identity
		4.4 Malila’s translingual identity as pedagogy
	5. Discussion
		5.1 Pedagogical implications
		5.2 Limitations and future directions
	6. Conclusion
	Funding
	Acknowledgments
	References
Chapter 5 Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics
	1. Introduction
	2. Literature review
		2.1 Corrective feedback
		2.2 Corrective feedback in L2 pragmatics
		2.3 Research on teachers’ beliefs towards corrective feedback
	3. Methodology
		3.1 Participants
		3.2 Instruments
			3.2.1 Questionnaire
			3.2.2 Interview
		3.3 Data collection
		3.4 Data analysis
	4. Results and discussion
		4.1 Teachers’ beliefs towards CF in general
		4.2 Teachers’ awareness of pragmatic failure
		4.3 Teachers’ beliefs towards CF in L2 pragmatics
	5. Conclusion
		5.1 Limitations and future directions
		5.2 Pedagogical implications
	Funding
	Acknowledgements
	References
	Appendix. Questionnaire (adapted from Chavez de Castro, 2005; Ellis, 2009; Roothooft, 2014)
		Section A. Please answer the following multiple-choice questions. You can choose more than one option
		Section B. Please read the following excerpt from an interview roleplay activity between a teacher (T) and an intermediate-level student (S) (taken from Reza Masrour et al., 2019, p. 249)
Part II Learners
Chapter 6 Proficiency effects on L2 pragmatics
	1. Introduction
	2. Theoretical framework
		2.1 The proficiency construct
		2.2 Proficiency in L2 pragmatics
		2.3 Research on proficiency in L2 pragmatics
			2.3.1 Philosophical-anthropological pragmatics
			2.3.2 Sociological-discursive pragmatics
		2.4 Problems of proficiency as a grouping variable
		2.5 This study
	3. Methodology
		3.1 Participants
		3.2 Instruments
			3.2.1 C-test
			3.2.2 Elicited Imitation Test (EIT)
			3.2.3 Role plays
			3.2.4 Monologues
			3.2.5 Irony test
			3.2.6 Metapragmatic judgment
			3.2.6 Social Context Variables
		3.3 Procedures
		3.4 Analysis
	4. Results and discussion
	5. Conclusion
		5.1 Limitations of this study
		5.2 Pedagogical implications
		5.3 Future directions
	References
	Appendix 1. Sample role play (score: 4/7)
	Appendix 2. Sample monologue (score: 4/6)
Chapter 7 Working memory and task difficulty as factors of L2 pragmatics
	1. Introduction
	2. Literature review
		2.1 Effects of working memory on L2 pragmatic performance
		2.2 Effects of task difficulty on L2 pragmatic performance
		2.3 The present study
	3. Methodology
		3.1 Participants
		3.2 Target pragmatic features
		3.3 Metapragmatic session
		3.4 Instruments
			3.4.1 Working memory test
			3.4.2 Pragmatic listening judgment test (LJT)
			3.4.3 Oral Discourse Completion Test (ODCT)
		3.5 Procedures
		3.6 Data analysis
	4. Results
	4. Discussion
	5. Conclusions
	6. Pedagogical implications
	7. Limitations and future directions
	References
Chapter 8 Task motivation effects on L2 pragmatics
	1. Introduction
	2. Literature review
		2.1 Conceptualising task motivation
		2.2 Motivational task-processing system
		2.3 Research on motivation in L2 pragmatics
		2.4 The present study
	3. Methodology
		3.1 Design
		3.2 Participants
		3.3 Materials
			3.3.1 Pre- and post-test measures
			3.3.2 Awareness session materials
		3.4 Procedures
		3.5 Data analysis
	4. Results and discussion
		4.1 Awareness levels
		4.2 Awareness and task motivation
			4.2.1 Pattern 1 (provision) vs. Pattern 3 (non-provision)
			4.2.2 Pattern 2 (provision) vs. Patterns 4 and 5 (non-provision)
		4.3 General discussion
	5. Conclusion and pedagogical implications
	6. Limitations and future directions
	References
Chapter 9 Language attitude effects on L2 pragmatics
	1. Introduction
	2. Literature review
		2.1 Language attitude
		2.2 Language attitude and L2 pragmatics
	3. Methodology
		3.1 Participants
		3.2 Procedure
		3.3 The target pragmatic feature
		3.4 Instruments
			3.4.1 Language attitude questionnaire
			3.4.2 Oral presentations
		3.5 Pedagogical intervention
		3.6 Data analysis
	4. Results and discussion
		4.1 Relationship between language attitude and L2 pragmatic competence
		4.2 Effects of instruction on language attitude and L2 pragmatic competence
	5. Conclusions
		5.1 Limitations and future directions
		5.2 Pedagogical implications
	References
	Appendix A. Language attitude questionnaire
		Part 1
		Part 2
Part III Teaching-learning in action
Chapter 10 Skill acquisition based approach to teaching L2 pragmatics
	1. Introduction
	2. Theoretical framework
		2.1 Skill Acquisition Theory
		2.2 Research on skill acquisition based approach to teaching L2 pragmatics
		2.3 The current study
	3. Methodology
		3.1 Participants
		3.2 Treatment
		3.3 Data collection
		3.4 Data analysis
	4. Results
	5. Discussion
	6. Conclusions and pedagogical implications
	7. Limitations and future directions
	References
Chapter 11 Usage-based approach to teaching L2 pragmatics
	1. Introduction
	2. Theoretical background
		2.1 CMC for pragmatics learning
		2.2 Usage-based approaches to L2 learning
		2.3 Properties of constructions
		2.4 Chinese sentence final particles
		2.5 The present study
	3. Methods
		3.1 Participants
		3.2 Data collection procedures
		3.3 CMC-based data-driven instruction
		3.4 Data analysis procedures
	4. Results
	5. Discussion
	6. Conclusions
	7. Pedagogical implications
	8. Limitations
	9. Future directions
	References
Chapter 12 A concept-based approach to teaching L2 pragmatics
	1. Introduction
	2. Theoretical framework
		2.1 Requests and teaching
		2.2 Concept-based instruction
		2.3 CBI research on second language learning and pragmatics
	3. Method
		3.1 Context and participants
		3.2 Assessment tasks
		3.3 Programme of instruction
		3.4 Analysis of oral request-in-interaction performances
		3.5 Analysis and statistics
	4. Results
		4.1 Self-assessments
		4.2 Conversational features
		4.3 P, D and R language choices
		4.4 Internal modification strategies
	5. Discussion
	6. Conclusions
		6.1 Limitations
		6.2 Pedagogical implications
		6.3 Future directions
	References
	Appendix 1. An example of a learner’s material model of requests-in-interaction
	Appendix 2. Material representation of requests-in-interaction – a model shown to participants in session 3
Chapter 13 A task-supported language approach to teaching L2 pragmatics
	1. Introduction
	2. Literature review
		2.1 Teaching pragmatics through tasks
		2.2 Technology, pragmatics and tasks
	3. Method
		3.1 Participants
		3.2 Pedagogical intervention
			3.2.1 Needs analysis
			3.2.2 The podcast topic-related units
			3.2.3 The target pragmatic expressions
			3.2.4 The task
		3.3 Data analysis
	4. Results
		4.1 Podcast 1
		4.2 Podcast 2
		4.3 Podcast 3
	5. Discussion
	6. Pedagogical implications
	7. Conclusion
		7.1 Limitations and future directions
	Acknowledgements
	References
Index