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E-raamat: Pragmatics and its Applications to TESOL and SLA

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(Texas A&M-Commerce, USA), (Texas A&M-Commerce, USA)
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 25-Feb-2021
  • Kirjastus: Wiley-Blackwell
  • Keel: eng
  • ISBN-13: 9781119554288
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Pragmatics and its Applications to TESOL and SLASuurem pilt
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 25-Feb-2021
  • Kirjastus: Wiley-Blackwell
  • Keel: eng
  • ISBN-13: 9781119554288
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A concise introduction to the field of theoretical pragmatics and its applications in second language acquisition and English-language instruction

Pragmatics and its Applications to TESOL and SLA offers an in-depth description of key areas of linguistic pragmatics and a review of how those topics can be applied to pedagogy in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL). This book is an excellent resource for students and professionals who have an interest in teaching pragmatics (speech acts, the cooperative principle, deixis, politeness theory, and more) in second language contexts.

This book introduces technical terminology and concepts—including the fundamentals of semantics and semiotics—in simple language, and it provides illuminating examples, making it an excellent choice for readers with an elementary linguistics background who wish to further their knowledge of pragmatics. It also covers more advanced pragmatics topics, including stance, indexicality, and pragmatic appropriateness. Key features include:

  • A comprehensive introduction to pragmatics, covering meaning, speech acts, the cooperation principle, politeness, metapragmatics, and more
  • A unique orientation toward practical application in second language acquisition studies and English-language instruction
  • Two-part chapters clearly separating theoretical introductions from concrete, real-world applications of the theory
  • Thorough coverage that is accessible to both students and professionals currently teaching English to speakers of other languages, including sample lesson plans
  • Practical chapters on the interface between pragmatics and teaching, and on research design

Pragmatics and its Applications to TESOL and SLA is a comprehensive and coherent introduction, perfect for students, researchers, and scholars of pragmatics, second language acquisition, language teaching, and intercultural communication. It is also an excellent resource for professionals in the field of English-language education.

Arvustused

The textbook ranges broadly across the field of pragmaticsThis has advantages in that an instructor can introduce students to a great many topics and approaches which are likely to get short shrift or no shrift at all in the language textbooks available to learners. LINGUIST List 33.238, January 2022





This volume is indeed a source of insights for researchers intending to explore the applications ofL2 pragmatics in English language teaching and second language acquisitionWe strongly recommend this valuable book. - Corpus Pragmatics (2022) 6:249-252, March 2022

 

List of Tables xi
List of Figures xiii
Preface xv
Typographical Conventions xix
1 Meaning 1(14)
1.1 What Do We Mean By Meaning?
2(11)
1.1.1 Semiotics
2(2)
1.1.2 Extensional and Intensional Semantics
4(4)
1.1.3 Language in Context
8(1)
1.1.4 The Semantics/Pragmatics Boundary
9(1)
1.1.5 Modularity
10(3)
1.2 A Real Life Application
13(1)
1.3 Conclusion
14(1)
2 The Language Teaching and Pragmatics Interface 15(8)
2.1 Are There Universals in Pragmatics That Students Can Bring To Their L2?
16(1)
2.2 What Do Learners Typically Transfer From Their L1?
17(2)
2.3 Can Pragmatics Be Taught Through Instruction?
19(1)
2.4 Is There a Developmental Path for Pragmatics?
20(1)
2.5 Is Acquisition of Pragmatics Different for L2 Child and Adult Learners?
21(1)
2.6 Does the Learner Have To Sound Exactly the Same As a Native Speaker?
22(1)
2.7 Can Pragmatics Be Assessed in the Classroom?
22(1)
2.8 Conclusion
23(1)
3 Speech Acts 23(18)
3.1 Ordinary Language Philosophy, Oxford, and Austin
24(11)
3.1.1 Austin and Performativity
26(1)
3.1.2 Speech Acts, Searle
27(2)
3.1.3 Realization Patterns
29(1)
3.1.4 How Speech Acts Work
29(3)
3.1.5 Indirect Speech Acts
32(1)
3.1.6 Public Commitment for Speech Acts
33(2)
3.2 Conclusion
35(1)
3.3 Speech Acts in SLA and Applications to TESOL
35(6)
3.3.1 Speech Acts in the TESOL Classroom: Materials
37(2)
3.3.2 Sample Teaching Materials
39(2)
4 Grice's Principle of Cooperation 41(23)
4.1 Gricean Pragmatics as Rational Cooperation
41(15)
4.1.1 Conversational Cooperation Is Rational
42(1)
4.1.2 Implicatures
43(2)
4.1.3 Scalarity and Implicatures
45(1)
4.1.4 Flouting and Implicatures
46(2)
4.1.5 Difference between Inferences, Presuppositions, and Implicatures
48(1)
4.1.6 Developments of Grice's Theory
49(6)
4.1.7 Modularity in Light of Gricean Pragmatics
55(1)
4.2 Conclusion
56(1)
4.3 Applications to SLA
56(8)
4.3.1 Grice in SLA
56(3)
4.3.2 Relevance Theory and SLA
59(2)
4.3.3 TESOL Classroom Materials
61(1)
4.3.4 Sample Teaching Materials
62(2)
5 Politeness 64(23)
5.1 Theories of Politeness
64(17)
5.1.1 Classical Politeness Theories
65(5)
5.1.2 Second Wave Approaches (1990 and forward)
70(6)
5.1.3 Third Wave Theories: Ritualization and Norm
76(2)
5.1.4 Universality of Politeness
78(2)
5.1.5 Sociopragmatics and Power
80(1)
5.2 Conclusion
81(1)
5.3 Politeness and SLA
81(6)
5.3.1 Politeness in the TESOL Materials
84(1)
5.3.2 Sample Teaching Materials
85(2)
6 Functional Sentence Perspective 87(23)
6.1 Theoretical Background
87(5)
6.1.1 Functionalism
87(2)
6.1.2 Markedness
89(1)
6.1.3 Word Order
90(2)
6.1.4 Prominence
92(1)
6.2 Aspects of FSP
92(5)
6.2.1 Newness
93(1)
6.2.2 Known-ness
94(1)
6.2.3 Definiteness
95(2)
6.3 Applications of FSP
97(4)
6.3.1 FSP Reflects the Organization of Ideas in the Mind
97(1)
6.3.2 Paragraph and Textual Organization
98(1)
6.3.3 Marked Constructions
98(3)
6.4 History and Terminology
101(4)
6.4.1 The Prague School
101(1)
6.4.2 European Functionalism
102(1)
6.4.3 Generative Functionalism
103(2)
6.4.4 West Coast Functionalism
105(1)
6.5 Conclusion
105(1)
6.6 FSP in SLA and the TESOL Classroom
105(5)
6.6.1 FSP in SLA
105(1)
6.6.2 FSP in TESOL
106(1)
6.6.3 Sample Teaching Materials
107(3)
7 Stance, Deixis, and Pragmatic markers 110(20)
7.1 Modality
111(3)
7.1.1 Modal Verbs
111(2)
7.1.2 Epistemic and Deontic modality
113(1)
7.2 Deixis
114(2)
7.2.1 Place and Time deixis
115(1)
7.2.2 Discourse Deixis
115(1)
7.2.3 Social Deixis
116(1)
7.3 Pragmatic Markers
116(4)
7.3.1 Schiffrin's Discourse Markers
117(2)
7.3.2 Procedural Information Markers
119(1)
7.3.3 Connectors
119(1)
7.4 Stance
120(3)
7.5 Corpus-assisted Work
123(2)
7.6 Conclusion
125(1)
7.7 Pragmatic Markers in SLA and TESOL
126(4)
7.7.1 Contrastive and Intercultural Studies in SLA and TESOL
126(2)
7.7.2 Sample Teaching Materials
128(2)
8 Interactional Sociolinguistics 130(23)
8.1 The California Milieu
130(5)
8.1.1 The Sociological/Phenomenological Approach
131(3)
8.1.2 Conversation Analysis
134(1)
8.2 Communicative Competence
135(1)
8.3 The Definition of Context
136(10)
8.3.1 Context
136(2)
8.3.2 Communicative Practices
138(1)
8.3.3 Conversational Inferences
139(1)
8.3.4 Contextualization
140(6)
8.4 Conclusion: Gumperz's Interactionism
146(1)
8.5 Sociocultural Interaction and SLA
147(6)
8.5.1 Interactional Sociolinguistics in the TESOL Classroom
151(1)
8.5.2 Sample Teaching Materials
151(2)
9 Data Collection and Research Design in Studies of L2 Pragmatics 153(12)
9.1 Discourse Completion Tasks
153(3)
9.2 Interactional Studies
156(2)
9.2.1 Follow Up Interviews
157(1)
9.3 Pseudolongitudinal
158(1)
9.4 Longitudinal
158(2)
9.4.1 Study Abroad
159(1)
9.5 Computer Mediated Communication
160(1)
9.6 Action Research
161(3)
9.6.1 Student-collected Research
162(2)
9.7 Conclusion
164(1)
10 Metapragmatics 165(16)
10.1 Metalanguage and Object Language
165(4)
10.1.1 The Origins of the Language/Metalanguage Distinction
165(2)
10.1.2 Uses of Metalanguage in Linguistics
167(1)
10.1.3 Metadiscourse
168(1)
10.2 Deixis, Indexicality, and the Semiotic Turn in Sociolinguistics
169(5)
10.2.1 Deixis
169(1)
10.2.2 Indexicality
170(2)
10.2.3 The Semiotic Turn in Sociolinguistics
172(2)
10.3 Metalinguistic Awareness
174(1)
10.3.1 Implicit and Explicit Awareness
175(1)
10.4 Ideology, or the Lack of Awareness
175(5)
10.4.1 Definition of Ideology
175(5)
10.5 Conclusion
180(1)
11 Frontier 181(17)
11.1 Pragmatic Resources in English as a Lingua Franca
181(1)
11.2 Multilingualism
182(3)
11.3 Embodied Cognition
185(1)
11.4 Complexity Theory
186(3)
11.4.1 Complex Systems
186(2)
11.4.2 Applications to Linguistics
188(1)
11.5 Cyberpragmatics
189(2)
11.6 Neuropragmatics
191(5)
11.6.1 Lateralization and Specialization
193(1)
11.6.2 The Theory of Mind
194(1)
11.6.3 Pragmatic Disorders
195(1)
11.7 Conclusion
196(2)
Bibliography 198(31)
Name Index 229(10)
Subject Index 239
SALVATORE ATTARDO is Professor of Linguistics at Texas A&M–Commerce, USA. He is editor of The Encyclopedia of Humor Studies (2014) and The Handbook of Language and Humor (2017) and co-author of Understanding Language Structure, Interaction and Variation, Third Edition (2014). He has published 12 books and over 100 articles. His latest book is The Linguistics of Humor: An Introduction (2020).

LUCY PICKERING is Professor of Applied Linguistics and Director of the Applied Linguistics Laboratory at Texas A&M–Commerce, USA. She is the author of Discourse Intonation: A discourse-pragmatic approach to teaching the pronunciation of English (2018), co-editor of Language Learning, Discourse & Cognition (2018), co-editor of Talking at Work (2016), and co-author of English Communication for International Teaching Assistants (2013).
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