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