Overview

This book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.

Full Product Details

9781788923644

Table of Contents

Reviews

This volume is an outstanding contribution to the study of pragmatics and discourse and it clearly goes beyond current approaches. The in-depth analysis of students' writings in three languages provides illuminating and unique insights in the study of pragmatic markers. The powerful evidence presented here shows how learners use pragmatic resources from their whole linguistic repertoire. * Jasone Cenoz, University of the Basque Country, Spain * The book is a much-needed perspective into an understanding of pragmatics as a multilingual endeavor in which speaking more than one language is seen as an asset. It contributes to the existing knowledge of pragmatic learning in instructional contexts and shows how writing tasks can be an effective pedagogic tool for the development of L2 pragmatic learning. * Marta Gonzalez-Lloret, University of Hawai'i, USA *

Author Information

Sofía Martín-Laguna is an Assistant Professor at Universitat Jaume I, Castellón, Spain, and a member of the LAELA (Applied Linguistics to the Teaching of the English Language) Research Group. Her research interests include interlanguage pragmatics, the acquisition of L3 pragmatics and the use of task-based approaches for teaching and learning pragmatics.

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