Technology in Interlanguage Pragmatics Research and Teaching
Editors
| Carnegie Mellon University
| University of New Mexico
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: Available
© John Benjamins Publishing Company
Table of Contents
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Contributors
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vii–viii
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1–15
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Part I. Technology in researching pragmatics
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19–41
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43–69
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71–100
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101–120
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121–152
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Part II. Technology in teaching and assessing pragmatics
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155–183
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185–214
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215–233
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235–259
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261–269
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271–274
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Index
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275–276
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“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
Cited by
Cited by other publications
Alcón-Soler, Eva
2018.
In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],
► pp. 56 ff. 
Alemi, Minoo & Shirin Bahramipour
2019. An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities.
Asian-Pacific Journal of Second and Foreign Language Education 4:1
Alemi, Minoo, Ali Meghdari & Nafiseh Sadat Haeri
2017.
In Social Robotics [Lecture Notes in Computer Science, 10652],
► pp. 252 ff.
Blattner, Geraldine, Amanda Dalola & Lara Lomicka
2016.
In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age [Advances in Educational Technologies and Instructional Design, ],
► pp. 769 ff.
González-Lloret, Marta
2019. Technology and L2 Pragmatics Learning.
Annual Review of Applied Linguistics 39 ► pp. 113 ff.
Ishihara, Noriko & Yumi Takamiya
2014.
In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ],
► pp. 137 ff.
Ishihara, Noriko & Yumi Takamiya
2019.
In Computer-Assisted Language Learning,
► pp. 829 ff.
Lee, Cynthia
2020. Intention to use versus actual adoption of technology by university English language learners: what perceptions and factors matter?.
Computer Assisted Language Learning ► pp. 1 ff.
Li, Shaopeng
2020. The Routledge Handbook of Second Language Acquisition and Pragmatics.
Southern African Linguistics and Applied Language Studies 38:3 ► pp. 260 ff.
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations.
Computer Assisted Language Learning 31:1-2 ► pp. 157 ff.
Sydorenko, Tetyana, Tom F. H. Smits, Keelan Evanini & Vikram Ramanarayanan
2019. Simulated speaking environments for language learning: insights from three cases.
Computer Assisted Language Learning 32:1-2 ► pp. 17 ff.
Sykes, Julie M.
2014.
In Technology-mediated TBLT [Task-Based Language Teaching, 6],
► pp. 149 ff.
Sykes, Julie M.
2017.
In The Handbook of Technology and Second Language Teaching and Learning,
► pp. 118 ff.
Sykes, Julie M.
2019. Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?.
Annual Review of Applied Linguistics 39 ► pp. 128 ff.
Sykes, Julie M., Margaret M. Malone, Linda Forrest & Ayşenur Sağdıç
2019.
In Encyclopedia of Educational Innovation,
► pp. 1 ff.
Sykes, Julie M., Margaret M. Malone, Linda Forrest & Ayşenur Sağdıç
2020.
In Encyclopedia of Educational Innovation,
► pp. 1 ff.
Taguchi, Naoko
2011. Teaching Pragmatics: Trends and Issues.
Annual Review of Applied Linguistics 31 ► pp. 289 ff.
Taguchi, Naoko
2015. Instructed pragmatics at a glance: Where instructional studies were, are, and should be going.
Language Teaching 48:1 ► pp. 1 ff.
Wain, Jennifer, Veronika Timpe‐Laughlin & Saerhim Oh
2019. Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions.
ETS Research Report Series 2019:1 ► pp. 1 ff.
Yousefi, Marziyeh & Hossein Nassaji
2019. A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator
variables.
ITL - International Journal of Applied Linguistics 170:2 ► pp. 277 ff.
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Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General