Task-Based Approaches to Teaching and Assessing Pragmatics

Editors

Naoko Taguchi

| Carnegie Mellon University

YouJin Kim

| Georgia State University

Hardbound – Available

ISBN 9789027200914 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027200907 | EUR 33.00 | USD 49.95

e-Book –

ISBN 9789027263957 | EUR 99.00/33.00*
| USD 149.00/49.95*

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

https://doi.org/10.1075/tblt.10

Table of Contents

Acknowledgement	vii
Series editors’ preface	x
Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overview Naoko Taguchi and YouJin Kim	2–24
Part I. Teaching pragmatics through tasks	28–109
Chapter 2. Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learners Minkyung Kim, Hakyoon Lee and YouJin Kim	28–54
Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators Eva Alcón-Soler	56–81
Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task: A conversation analytic perspective Maria Pia Gomez-Laich and Naoko Taguchi	84–109
Part II. Using tasks to elicit pragmatics language use	114–214
Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development Derek Reagan and Caroline Payant	114–136
Chapter 6. Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role? Mayya Levkina	138–157
Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development Roger Gilabert and Júlia Barón Parés	160–190
Chapter 8. Pragmatics, tasks, and technology: A synergy Marta González-Lloret and Lourdes Ortega	192–214
Part III. Task-based assessment of pragmatics	218–304
Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction Soo Jung Youn	218–246
Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance Monika Ekiert, Sofia Lampropoulou, Andrea Révész and Eivind Torgersen	248–263
Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach Folkert Kuiken and Ineke Vedder	266–285
Chapter 12. Pragmatics in task-based language assessment: Opportunities and challenges Veronika Timpe-Laughlin	288–304
Bio notes	306–307
Index

Cited by

Cited by other publications

No author info given

2021. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31],

Abrams, Zsuzsanna I.

2020. In Intercultural Communication and Language Pedagogy,

Fakher Ajabshir, Zahra

2020. The relative efficacy of input enhancement, input flooding, and output-based instructional approaches in the acquisition of L2 request modifiers. Language Teaching Research ► pp. 136216881989665 ff.

González-Lloret, Marta

2019. In The Routledge Handbook of Second Language Acquisition and Pragmatics, ► pp. 338 ff.

Heidari, Afroozeh, Hossein Heidari Tabrizi, Azizeh Chalak & Jeroen van de Weijer

2020. Using short stories vs. video clips to improve upper intermediate EFL students’ sociopragmatic knowledge: Speech acts in focus. Cogent Arts & Humanities 7:1 ► pp. 1778977 ff.

Tang, Xiaofei

2020. Task-based interactional sequences in different modalities. Applied Pragmatics 2:2 ► pp. 174 ff.

Youn, Soo Jung

2018. In The Palgrave Handbook of Applied Linguistics Research Methodology, ► pp. 829 ff.

Zufferey, Sandrine, Jacques Moeschler & Anne Reboul

2019. In Implicatures,

This list is based on CrossRef data as of 01 january 2021. 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

Linguistics

Pragmatics

Language teaching

Language acquisition

BIC Subject: CJA – Language teaching theory & methods

BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching

U.S. Library of Congress Control Number: 2018009336 | Marc record