Second Language Pragmatics and English Language Education in East Asia
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This edited collection addresses the link between second language pragmatics (including interlanguage and intercultural) research and English language education. The chapters use different contemporary research methods and theoretical frameworks such as conversation analysis, language-learners-as-ethnographers, discourse and interactional approaches, and data in contexts (either in the region or overseas).
The content explores and discusses the significance of learning and teaching of second language (L2) pragmatics in language education for learners who use English as a lingua franca for academic and intercultural communication purposes, focusing on pragmatic actions, social behaviours, perceptions and awareness levels in three regions in East Asia – China, Japan and South Korea. It is an important contribution to the area of second language pragmatics in language education for East Asian learners. It recommends research-informed pedagogies for the learning and teaching of interlanguage or intercultural pragmatics in regions and places where similar cultural beliefs or practices are found.
This is an essential read for researchers, language educators, classroom teachers, readers who are interested in second language pragmatics research, and those interested in second language acquisition and English language education in the East Asian context.
Table of Contents
1. Discourses of Pragmatics Studies: Interlanguage and English as a Lingua Franca in the East Asian Context (Keiko Tsuchiya) 2. ‘It’s like a game’: An Investigation of Facework in ELF Academic Disagreement (Akiko Chiba) 3. Elicitation of Mutual Understanding and Achievement of Coherence: Allo-repetition in Japanese EFL Speaking and Chat-style Writing Interactions (Lala Takedo) 4. Academic Criticisms in Chinese Advanced Learners’ Thesis Writing: A Metapragmatic Perspective (Hao Liu and Xinren Chen) 5. Exploring Intercultural Dimensions of L2 Pragmatics Learning in a Japanese EFL Context (Troy McConachy) 6. Being an Active Listener in Unacquainted English Conversations in Korean, Chinese and Japanese Intercultural Settings: A Case Study for Thinking about Teaching Speaking Skills (Yuka Shigemitsu) 7. The Social Organisation of Intercultural Communication of an Extensive Reading Book Club (Eunseok Ro) 8. The Process of Constructing Intercultural Pragmatic Knowledge in Short-term Language and Culture Immersion Programmes: Two Case Studies (Cynthia Lee) 9. Improving Spatial and Temporal Attention through the Use of Spontaneous Gestures in Dyadic English as a Lingua Franca Interactions (Hiroki Hanamoto) 10. General and Explicit Test Prompts: Some Consequences for Topic Management in Paired EFL Discussion Tests (Tim Greer and Zachary Nanbu)
Cynthia Lee is Professor-cum-Head of Education in the School of Education and Languages at the Open University of Hong Kong, Deputy Director of the Research Institute for Bilingual Learning and Teaching, and Director of the Language Centre. Her research areas include L2 pragmatics in the educational context, English language learning and teaching, and computer-assisted writing. Her most recent book is Researching and Teaching Second Language Speech Acts in the Chinese Context, published in 2018.