"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"--
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.
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 theyre certainly very polite, so you mustnt forget
that": Young EFL learners making sense of pragmatic practices
Milica Savi 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-Martķ
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 Sįnchez-Hernįndez and Carmen Maķz-Arévalo
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.
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