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E-raamat: Interlanguage Pragmatic Development: The Study Abroad Context

  • Formaat: 280 pages
  • Ilmumisaeg: 12-May-2009
  • Kirjastus: Continuum Publishing Corporation
  • ISBN-13: 9781441159533
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Interlanguage Pragmatic Development: The Study Abroad ContextSuurem pilt
  • Formaat: 280 pages
  • Ilmumisaeg: 12-May-2009
  • Kirjastus: Continuum Publishing Corporation
  • ISBN-13: 9781441159533
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Gila Schauers study of interlanguage pragmatic development in English is situated in the context of studying abroad. It is the first book-length study of a common occurrence worldwide, but one that has not received the focus it deserves. Schauer examines the interlanguage pragmatic development of German learners of English at a British University over the course of a year. The focus is not only on the learners productive pragmatic development, but also on their pragmatic awareness, which is compared with their grammatical awareness.The analysis undertaken is both qualitative and quantitative, and the book draws some important conclusions relevant to the whole field of interlanguage pragmatics. It will be engaging reading for researchers and postgraduate studies in applied linguistics, especially those working on interlanguage and cross-cultural pragmatics, multilingualism and second language acquisition. Gila Schauer’s study of interlanguage pragmatic development in English is situated in the context of studying abroad.

Arvustused

Reviewed in The Year's Work in English Studies, Volume 90 Interlanguage Pragmatic Development is a solid work of empirical research in a fascinating but relatively neglected domain, and thus deserves the attention of any scholar interested in language development in a study abroad context, in pragmatics, or second language acquisition more broadly framed. -- Applied Linguistics 32/5

Muu info

Gila Schauer's study of interlanguage pragmatic development in English is situated in the context of studying abroad.
List of Tables
xi
List of Figures
xiii
Acknowledgements xiv
Abbreviations xvi
1 Introduction
1(4)
2 A Review of the Literature
5(55)
2.0 Introduction
5(1)
2.1 Theoretical Background: Pragmatics
5(12)
2.2 Interlanguage Pragmatics: Pragmatic Awareness
17(7)
2.3 Request Studies
24(10)
2.4 Studies Examining the Development of L2 Learners' Pragmatic Awareness
34(7)
2.5 Interlanguage Pragmatic Development: Production
41(19)
3 Data Collection Techniques in Interlanguage Pragmatics
60(10)
3.0 Introduction
60(1)
3.1 Data Elicitation Techniques in Awareness Studies
60(5)
3.2 Data Collection Methods in Production Studies
65(4)
3.3 Summary
69(1)
4 Methodology
70(24)
4.0 Introduction
70(1)
4.1 Participants
70(6)
4.2 Instrument
76(6)
4.3 Procedure
82(2)
4.4 Data Analysis
84(10)
5 Development of Pragmatic Awareness
94(29)
5.0 Introduction
94(1)
5.1 Error Recognition
94(9)
5.2 Error Ratings
103(8)
5.3 Participants' Awareness of Own Rating Behaviour
111(6)
5.4 SA Learners' Awareness of Their Own Pragmatic Development
117(3)
5.5 Summary
120(3)
6 Development of Pragmatic Production: Request Strategies
123(43)
6.0 Introduction
123(1)
6.1 First Occurrence of Request Strategies
123(3)
6.2 Comparison of Groups' Use of Request Strategies
126(2)
6.3 Direct Strategies
128(13)
6.4 Conventionally Indirect Requests
141(18)
6.5 Non-conventionally Indirect Strategies
159(3)
6.6 Summary
162(4)
7 Development of Pragmatic Production: Internal Request Modification
166(17)
7.0 Introduction
166(1)
7.1 First Occurrence of Internal Downgraders in the SA Learners' Data
167(2)
7.2 Comparison of Groups' Use of Downgraders
169(3)
7.3 Comparison of Group' Use of Downgraders According to Contextual Variables
172(4)
7.4 First Occurrence of Upgraders in SA Learners' Data
176(1)
7.5 Comparison of Groups' Use of Upgraders
177(2)
7.6 Comparison of Groups' Use of Upgraders According to Contextual Variables
179(1)
7.7 Summary
180(3)
8 Development of Pragmatic Production: External Request Modification
183(10)
8.0 Introduction
183(1)
8.1 First Occurrence of External Modifiers in the SA Learners' Data
183(3)
8.2 Comparison of Groups' Use of External Modifiers
186(1)
8.3 Comparison of Groups' Use of External Modifiers According to Contextual Variables
187(4)
8.4 Summary
191(2)
9 Summary and Conclusion
193(11)
9.0 Introduction
193(1)
9.1 Summary of Findings
193(5)
9.2 Limitations
198(1)
9.3 Implications
199(5)
Appendices
Appendix A Awareness Study Questionnaires
204(12)
Appendix B MET Scenarios
216(18)
References 234(15)
Index 249
Gila A. Schauer is a Lecturer in the Department of Linguistics and English Language at Lancaster University, UK.
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