Pragmatics and language learning, volume 13

Pragmatics & Language Learning Volume 13 examines the organization of second language and multilingual speakers’ talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected among ESL and EFL learners from a variety of backgrounds, the contributions explore the nexus of pragmatic knowledge, interaction, and L2 learning outside and inside of educational settings. Pragmatics & Language Learning Volume 13 examines the organization of second language and multilingual speakers’ talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected among ESL and EFL learners from a variety of backgrounds, the contributions explore the nexus of pragmatic knowledge, interaction, and L2 learning outside and inside of educational settings. Pragmatics & Language Learning Volume 13 examines the organization of second language and multilingual speakers’ talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected among ESL and EFL learners from a variety of backgrounds, the contributions explore the nexus of pragmatic knowledge, interaction, and L2 learning outside and inside of educational settings. Pragmatics & Language Learning Volume 13 examines the organization of second language and multilingual speakers’ talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected among ESL and EFL learners from a variety of backgrounds, the contributions explore the nexus of pragmatic knowledge, interaction, and L2 learning outside and inside of educational settings.

Yamato, K., Tagashire, K., & Isoda, T. (2013). Pragmatic Awareness of Japanese EFL Learners in Relation to Individual Differences: A Cluster Analytic Approach. In T. Greer, D. Tatsuki, & C. Roever (Eds.), Pragmatics and Language Learning, Vol. 13, pp. 245-266. National Foreign Language Resource Center, University of Hawaii, Honolulu: HI. doi: 10125/42700

 

Contents

Introduction
Tim Greer, Donna Tatsuki, Carsten Roever

A Coming of Age of Conversation Analysis and
Applied Linguistics
Jean Wong

Expanding Resources for Marking Direct
Reported Speech
Eric Hauser

Prioritization: A Formulation Practice and Its Relevance
for Interaction in Teaching and Testing Contexts
Yusuke Okada

Turn-taking Practices in Conversation-For-Learning
Tomomi Otsu, Nathan P. Krug

Working Through Disagreement in English Academic
Discussions Between L1 Speakers of Japanese and
L1 Speakers of English
Noël Houck, Seiko Fujiii

Collaborative Creation of Spoken Language Corpora
Michael Haugh, Wei-Lin Melody Chang

Acquisition of the Pragmatic Marker ‘Like’ by German
Study Abroad Adolescents
Averil Grieve

On Saying the Same Thing: Issues in the Analysis of
Conventional Expressions in L2 Pragmatics
Kathleen Bardovi-Harlig

The Effects of Explicit Metapragmatic Instruction on EFL
Learners’ Performance of Constructive Criticism in an
Academic Setting
Nguyen Thi Thuy Minh, Pham Minh Tam, Cao Thuy Hong

Pragmatic Awareness of Japanese EFL Learners in
Relation to Individual Differences:
A Cluster Analytic Approach
Kazuhito Yamato, Kenji Tagashira, Takamichi Isoda

Tagged as 2010-2014 pragmatics research