Technology in Interlanguage Pragmatics Research and Teaching
Editors
Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction.
[Language Learning & Language Teaching, 36] 2013. viii, 276 pp.
Publishing status:
© John Benjamins Publishing Company
Table of Contents
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Contributors | pp. vii–viii
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Chapter 1. Introduction: Technology in interlanguage pragmatics research and teachingNaoko Taguchi and Julie M. Sykes | pp. 1–15
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Part I. Technology in researching pragmatics
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Chapter 2. Comprehension of conversational implicature: What response times tell usNaoko Taguchi | pp. 19–41
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Chapter 3. Amount of practice and pragmatic development of request-making in L2 ChineseShuai Li | pp. 43–69
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Chapter 4. Multiuser virtual environments: Learner apologies in SpanishJulie M. Sykes | pp. 71–100
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Chapter 5. Development of politeness strategies in participatory online environments: A case studyAdrienne Gonzales | pp. 101–120
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Chapter 6. Pronominal choice and self-positioning strategies in second language academic writing: A pragmatic analysis using learner corpus dataAlfredo Urzua | pp. 121–152
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Part II. Technology in teaching and assessing pragmatics
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Chapter 7. Complex L2 pragmatic feedback via place-based mobile gamesChristopher L. Holden and Julie M. Sykes | pp. 155–183
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Chapter 8. Blogging: Crosscultural interaction for pragmatic developmentYumi Takamiya and Noriko Ishihara | pp. 185–214
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Chapter 9. Technology and tests of L2 pragmaticsCarsten Roever | pp. 215–233
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Chapter 10. DocuScope for genre analysis: Potential for assessing pragmatic functions in second language writingHelen Zhao and David Kaufer | pp. 235–259
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Commentary on Technology in Interlanguage Pragmatics Research and TeachingAndrew D. Cohen | pp. 261–269
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Prologue. The future of pragmatics and technology: Where are we headed?Julie M. Sykes and Naoko Taguchi | pp. 271–274
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Index | pp. 275–276
“This book fills up a long-time gap in the evolution of pragmatic research by addressing a variety of topics at the intersection between technology and pragmatics that bring the research in the field into the 21st century. As our forms of communication evolve and become more mediated by new technologies, researchers and students interested in pragmatics will find in each chapter invaluable illustrations of avant-garde research to follow!”
Marta Gónzalez Lloret, University of Hawai'i at Manoa
“In this lucid and timely edited volume, Taguchi and Sykes bring together three essential areas in 21st century second language research and pedagogy: 1) an emphasis on pragmatics, which inarguably constitutes the heart of the human communicative experience; 2) expert commentary on the use of digital methodologies and instrumentation that support cutting edge interlanguage pragmatics research, and 3) a focus on a wide variety of communication and information technologies that increasingly mediate both ‘free-range’ as well as educationally oriented life experience. Individual chapters provide comprehensive treatments of the pragmatics-technology nexus in areas such as assessment, feedback, and pragmatics development in transcultural communication settings. This foreword-thinking landmark volume represents a major theoretical and empirical statement and is highly relevant to scholars and practitioners in the fields of applied linguistics, second language acquisition, and language education and pedagogy.”
Steven L. Thorne, Department of World Languages and Literatures, Portland State University (USA), and Department of Applied Linguistics, University of Groningen (Netherlands)
“The contributors highlight work that ventures into uncharted territories within pragmatics teaching, assessment, and research, and they provide excellent models for continuing with this trend. Moreover, the volume represents a variety of theoretical approaches (e.g., sociocultural theory, skill
acquisition theory) and analytical methods and designs (corpus analysis, conversation analysis, microgenetic case studies, and ethnographic and experimental studies). The authors diligently report not only successes but also lessons learned to inform future studies (e.g., Holden and Sykes on the challenges with the design of the Mentira game). Thus, this volume paints a holistic
picture of opportunities and challenges in using technology in pragmatics teaching and research.”
acquisition theory) and analytical methods and designs (corpus analysis, conversation analysis, microgenetic case studies, and ethnographic and experimental studies). The authors diligently report not only successes but also lessons learned to inform future studies (e.g., Holden and Sykes on the challenges with the design of the Mentira game). Thus, this volume paints a holistic
picture of opportunities and challenges in using technology in pragmatics teaching and research.”
Tetyana Sydorenko, Portland State University, in Studies in Second Language Acquisition 36(4), 2013
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[no author supplied]
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[no author supplied]
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This list is based on CrossRef data as of 18 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General