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Teaching and Learning Second Language Pragmatics for Intercultural Understanding



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ISBN 9780367555788
November 30, 2021 Forthcoming by Routledge
248 Pages 11 B/W Illustrations

 
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Book Description

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.

Table of Contents

Contents

Contents

List of Tables, Figures and Appendices

Contributors

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"

Barbara Pizziconi

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

Natalia Morollón-Martí

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 (communicative) competence: Assessing the pragmatic competence of intercultural speakers

Ariadna Sánchez-Hernández and Carmen Maíz-Arévalo

 

 

 

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Editor(s)

Biography

Troy McConachy is Associate Professor in Applied Linguistics at University of Warwick, UK. His research focuses on how the teaching and learning of L2 pragmatics can contribute to intercultural understanding, looking at the relationship between pragmatics and culture, metapragmatic awareness, classroom discourse, and teacher education.

Anthony J. Liddicoat is Professor in the Department of Applied Linguistics at University of Warwick, UK, and Adjunct Professor in Justice and Society at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning.