Pragmatics & Language Learning. Volume 13

Sonst. Personen	Greer, Tim (Hrsg.); Tatsuki, Donna (Hrsg.); Roever, Carsten (Hrsg.)
Titel	Pragmatics & Language Learning. Volume 13
Quelle	(2013), (294 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9835816-4-2
Schlagwörter	Pragmatics; Second Language Learning; Discourse Analysis; English for Academic Purposes; Applied Linguistics; English (Second Language); Multilingualism; Interaction; Second Language Instruction; Testing; Native Language; Japanese; Computational Linguistics; German; Study Abroad; Metalinguistics; Teaching Methods; Multivariate Analysis; Individual Differences; Intercultural Communication + Suchen Sie Ihr Suchwort? Pragmalinguistik; Zweitsprachenerwerb; Diskursanalyse; Linguistics; Linguistik; Angewandte Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Interaktion; Fremdsprachenunterricht; Testdurchführung; Testen; Japaner; Japanisch; Computerlinguistik; Deutscher; Studies abroad; Auslandsstudium; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Individueller Unterschied; Interkulturelle Kommunikation
Abstract	"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. This book contains the following chapters: (1) A Coming of Age of Conversation Analysis and Applied Linguistics (Jean Wong); (2) Expanding Resources for Marking Direct Reported Speech (Eric Hauser); (3) Prioritization: A Formulation Practice and Its Relevance for Interaction in Teaching and Testing Contexts (Yusuke Okada); (4) Turn-Taking Practices in Conversation-for-Learning (Tomomi Otsu and Nathan P. Krug); (5) Working Through Disagreement in English Academic Discussions Between L1 Speakers of Japanese and L1 Speakers of English (Noël Houck and Seiko Fujiii); (6) Collaborative Creation of Spoken Language Corpora (Michael Haugh and Wei-Lin Melody Chang); (7) Acquisition of the Pragmatic Marker "Like" by German Study Abroad Adolescents (Averil Grieve); (8) On Saying the Same Thing: Issues in the Analysis of Conventional Expressions in L2 Pragmatics (Kathleen Bardovi-Harlig); (9) The Effects of Explicit Metapragmatic Instruction on EFL Learners' Performance of Constructive Criticism in an Academic Setting (Nguyen Thi Thuy Minh, Pham Minh Tam, and Cao Thuy Hong); and (10) Pragmatic Awareness of Japanese EFL Learners in Relation to Individual Differences: A Cluster Analytic Approach (Kazuhito Yamato, Kenji Tagashira, and Takamichi Isoda). [For Volume 12, see ED512704.] (ERIC).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. University of Hawaii at Manoa, 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: nflrc@hawaii.edu; Web site: http://www.nflrc.hawaii.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06