Pragmatics in language teaching

Pragmatics in Language Teaching examines the acquisition of language use in social contexts in second and foreign language classrooms. Included are 2 state-of-the-art survey chapters, and 11 chapters reporting the results of empirical research. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the United States, Asia, and Europe.

Gabriele Kasper and Kenneth R. RoseKathleen Bardovi-HarligGabriele KasperKimberly Niezgoda and Carsten RoverHaruko Minegishi CookAmy Snyder OhtaAnthony J. Liddicoat and Chantal CrozetKenneth R. Rose and Connie Ng Kwai-funSatomi TakahashiYumiko TateyamaDina Rudolph YoshimiJohn M. NorrisThom HudsonJames Dean Brown

List of contributors	p. vii
Series editors' preface	p. ix
Preface	p. xi
Chapter 1 Pragmatics in language teaching	p. 1
I Theoretical and Empirical Background	p. 11
Chapter 2 Evaluating the empirical evidence: Grounds for instruction in pragmatics?	p. 13
Chapter 3 Classroom research on interlanguage pragmatics	p. 33
II Issues In Classroom-Based Learning of Pragmatics	p. 61
Chapter 4 Pragmatic and grammatical awareness: A function of the learning environment?	p. 63
Chapter 5 Why can't learners of JFL distinguish polite from impolite speech styles?	p. 80
Chapter 6 A longitudinal study of the development of expression of alignment in Japanese as a foreign language	p. 103
III The Effects of Instruction in Pragmatics	p. 121
Chapter 7 Acquiring French interactional norms through instruction	p. 125
Chapter 8 Inductive and deductive teaching of compliments and compliment responses	p. 145
Chapter 9 The role of input enhancement in developing pragmatic competence	p. 171
Chapter 10 Explicit and implicit teaching of pragmatic routines: Japanese sumimasen	p. 200
Chapter 11 Explicit instruction and JFL learner's use of interactional discourse markers	p. 223
IV The Assessment of Pragmatic Ability	p. 245
Chapter 12 Use of address terms on the German Speaking Test	p. 248
Chapter 13 Indicators for pragmatic instruction: Some quantitative tools	p. 283
Chapter 14 Pragmatics tests: Different purposes, different tests	p. 301
References	p. 327
Name index	p. 355
Subject index	p. 361

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