This volume represents a significant scholarly contribution to the field of instructional pragmatics by exploring teaching and learning pragmatics at primary, secondary and tertiary level, advocating for a paradigm shift toward multilingual and inclusive approaches in instructional pragmatics. The contributions employ a wide range of research methods, which reflects the complexities of investigating pragmatics across educational settings. Internationally renowned researchers in the field of instructional pragmatics participate in the volume, which develops over the following four sections: Section 1 addresses pragmatics in schools, providing strategies for young learners. Section 2 focuses on intercultural competence at the university level, with research directions for higher education. Section 3 examines cyberpragmatics, including email communication and feedback in telecollaboration. Section 4 delves into multilingual pragmatics, offering guidelines based on real-world contexts. The volume stands out for its comprehensive approach to pragmatic instruction and its practical implications for educational practice. It underscores the importance of a multilingual, culturally sensitive, and contextually aware approach to teaching and researching pragmatics, making it an indispensable resource for scholars, educators, and practitioners.
Reihe
Auflage
Sprache
Verlagsort
Zielgruppe
Editions-Typ
Illustrationen
Maße
Höhe: 21 cm
Breite: 14.8 cm
Gewicht
ISBN-13
978-3-0343-5099-0 (9783034350990)
Schweitzer Klassifikation
Irene Guzmán-Alcón is an Assistant Professor in the Department of Language Didactics at the University of Valencia (UV). She has been collaborating with the LAELA research group since 2019, and since 2024, she has also become a member of the GIEL research group. In 2023, she obtained her PhD in Applied Linguistics at Universitat Jaume I.
Richard Nightingale (Ph.D Applied Linguistics) is Associate Professor in the Department of English Studies at Universitat Jaume I. He is a member of the Applied Linguistics to the Teaching of the English Language (LAELA) Research Group, and treasurer of the International Association of Multilingualism.
Table of Contents - Irene Guzman-Alcon and Richard Nightingale - New Directions in Instructional Pragmatics Research: An Introduction - Otilia Marti - Teaching Request-Making in the Primary English Language Classroom: A Sociocultural Pedagogical Model with Picturebooks - Sofia Martin-Laguna - Integrating Pragmatic Expressions in Young Learners' Classrooms: A Task-based Proposal for Pre-service Teachers - Irene Guzman-Alcon -Pragmatic Outcomes in English: The Role of Socioeconomic Status and CLIL - Naoko Taguchi - Teaching Intercultural Competence through Conflict Mediation Traini - Esther Uso-Juan & Alicia Martinez-Flor - How Do Advanced EFL Learners Apply Refusal Strategies? Monitoring Refusal Production and Perceptions of Pragmatic Instruction - Ignacio Martinez-Buffa - Learners' Deliberations in Collaborative Writing: Text Quality and L1s Usage - Ilka Floeck, Onur Cicek & Anne Barron - Directives in ELF Peer Feedback - Marta Gonzalez-Lloret - The Pragmatics of Email Communication: A Synthesis - Victoria Codina-Espurz & Patricia Salazar-Campillo - Appraisal of (Im)Politeness in Student-Professor Email Communication - Pilar Safont - From Interlanguage to Multilingual Pragmatics. The Case of the Valencian Instructional Context - Richard Nightingale - Exploring Relationships Between Digital Media Contact, Language Attitudes, and Socio-Pragmatic Awareness in Multilingual Adolescents - Gema Gayete & Laura Portoles - Multilingual Pragmatic Instruction in a Primary School Context: The Synergies Among Languages - Notes on Contributors
