Task-Based Approaches to Teaching and Assessing Pragmatics
Editors
This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs.
[Task-Based Language Teaching, 10] 2018. x, 312 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Acknowledgement | pp. vii–viii
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Series editors’ preface | p. x
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Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overviewNaoko Taguchi and YouJin Kim | pp. 2–24
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Part I. Teaching pragmatics through tasks: The role of metapragmatic discussion
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Chapter 2. Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learnersMinkyung Kim, Hakyoon Lee and YouJin Kim | pp. 28–54
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Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigatorsEva Alcón-Soler | pp. 56–81
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Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task: A conversation analytic perspectiveMaría Pía Gomez-Laich and Naoko Taguchi | pp. 84–109
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Part II. Using tasks to elicit pragmatics language use
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Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic developmentDerek Reagan and Caroline Payant | pp. 114–136
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Chapter 6. Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role?Mayya Levkina | pp. 138–157
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Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics developmentRoger Gilabert and Júlia Barón | pp. 160–190
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Chapter 8. Pragmatics, tasks, and technology: A synergyMarta González-Lloret and Lourdes Ortega | pp. 192–214
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Part III. Task-based assessment of pragmatics
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Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interactionSoo Jung Youn | pp. 218–246
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Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performanceMonika Ekiert, Sofia Lampropoulou, Andrea Révész and Eivind Torgersen | pp. 248–263
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Chapter 11. Assessing functional adequacy of L2 performance in a task-based approachFolkert Kuiken and Ineke Vedder | pp. 266–285
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Chapter 12. Pragmatics in task-based language assessment: Opportunities and challengesVeronika Timpe-Laughlin | pp. 288–304
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Bio notes | pp. 306–307
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Index
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Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching