Del 74 i serien Second Language Acquisition

Sociocultural Theory and L2 Instructional Pragmatics

Häftad, Engelska, 2014

AvRémi A. van Compernolle

639 kr

Beställningsvara. Skickas inom 5-8 vardagar. Fri frakt för medlemmar vid köp för minst 249 kr.

Finns i fler format (1)

Inbunden

2 199 kr

Skickas inom 5-8 vardagar

Winner of the AAAL First Book Award 2017!This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.

Produktinformation

Utgivningsdatum2014-11-13
Mått148 x 210 x 13 mm
Vikt314 g
FormatHäftad
SpråkEngelska
SerieSecond Language Acquisition
Antal sidor232
FörlagChannel View Publications Ltd
ISBN9781783093267

Tillhör följande kategorier

1. Introduction 2. Appropriateness in Language Learning and Language Teaching 3. Understanding Learners as People 4. Developing Awareness of Pragmatic Knowledge through Verbalized Reflections 5. Developing Pragmatic Knowledge through Appropriateness Judgment Tasks 6. Developing Performance Abilities through Strategic Interaction Scenarios 7. The Future of Vygotskian Approaches to Instructional Pragmatics

This book provides a remarkably robust theoretical reconceptualization of L2 instructional pragmatics. The book is situated in a cutting edge treatment of sociocultural theory that is adeptly related to pedagogical practice in the difficult-to-teach area of pragmatics. Throughout the text, the theoretical and pedagogical discussions are richly illustrated with empirical examples. Overall, the work has significant implications for pragmatics and other discourse-based research in applied linguistics.