Overview

This book explores second language pragmatic development with a specific focus on two areas: classroom-based pragmatic instruction in the study abroad context, and using technology for developing and assessing pragmatic competence. Teaching Pragmatics and Instructed Second Language Learning directly compares the effects of technology platforms and traditional paper-based tasks within the second language environment for developing pragmatic competence. These analyses are based on empirical research of how undergraduate Chinese learners of English receive explicit instruction in classrooms using different training materials. The book makes an original and innovative contribution to collecting oral speech act data in the form of computer-animated production tasks (CAPT) designed to enhance learner engagement and performance. Using this tool, it explores the beneficial role of technology in teaching and learning, offering practitioners and researchers practical ways to maximise second language pragmatic development in the classroom.

Full Product Details

9781350097148

Table of Contents

Reviews

This is a highly interesting book investigating apologies and requests of study abroad learners that shows how innovative computer-animated tasks can be used for both teaching and research purposes. * Gila A. Schauer, Professor of English & Applied Linguistics, University of Erfurt, Germany * This volume is well written and logically organized ... Readers will find it easy to follow and informative on every issue discussed. It is most suitable for researchers and instructors of any language who are interested in not only understanding the effectiveness of classroom-based explicit pragmatic instruction, but also in using it as a template from which to create their own instructional materials and curriculum. * Journal of Contrastive Pragmatics *

This is a highly interesting book investigating apologies and requests of study abroad learners that shows how innovative computer-animated tasks can be used for both teaching and research purposes. * Gila A. Schauer, Professor of English & Applied Linguistics, University of Erfurt, Germany *

Author Information

Nicola Halenko is Senior Lecturer in English Language Teaching at the University of Central Lancashire, UK.

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