This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education.
The volume sees the learning of pragmatics as a challenging yet enriching process whereby the individual expands their capacity for understanding how meaning making processes influence social relationships and how assumptions about social relationships shape the interpretation and use of language in context. This locates pragmatics within a humanistically oriented conception of learning where success is defined relative to the enrichment of human understanding and appreciation of difference. The book argues that intercultural understanding is not an “add on” to language learning but central to the learner’s ability to understand and construct meaning with individuals from diverse linguistic and cultural backgrounds. Chapters analyse teachers’ and learners’ ways of making sense of pragmatics, how their assumptions about social relationships impact their perceptions of language use, and how reflection on pragmatic judgments opens up possibilities for developing intercultural understanding.
This book will be of interest to students and scholars in intercultural communication, language education, and applied linguistics.
List of Tables, Figures and Appendices
Introduction: Second language pragmatics for intercultural understanding
TROY MCCONACHY AND ANTHONY J. LIDDICOAT
1. Negotiating politeness practices and interpersonal connections in L2 Japanese: Insights from study abroad narratives
Troy McConachy and Hanako Fujino
2. "But in England they’re certainly very polite, so you mustn’t forget that": Young EFL learners making sense of pragmatic practices
Milica Savić and Anders Myrset
3. Exploring framing categories in language learners’ intercultural positioning: "Asia" and "the West"
4. Literary pragmatics and intercultural dialogue in the beginning language class: A study in social reading
Peju Alfred and Chantelle Warner
5. Mixed-culture discussion activities as a tool for developing pragmatic and intercultural awareness
Andrew Barke and Momoyo Shimazu
6. Concept-Based Instruction for teaching and learning L2 (im)politeness
7. Co-constructing non-essentialist pedagogy: Supporting teachers to support learners’ translingual agency through L2 pragmatics instruction
Noriko Ishihara and Adriana Porcellato
8. Intercultural competence and pragmatics in the L2 classroom: Views of in-service EFL teachers in primary, secondary, and adult education
Gila A. Schauer
9. Towards a new measurement of intercultural competence: Assessing the pragmatic competence of intercultural speakers
Ariadna Sánchez-Hernández and Carmen Maíz-Arévalo