Speech Act Performance
Theoretical, empirical and methodological issues
Editors
Speech acts are an important and integral part of day-to-day life in all languages. In language acquisition, the need to teach speech acts in a target language has been demonstrated in studies conducted in the field of interlanguage pragmatics which indicate that the performance of speech acts may differ considerably from culture to culture, thus creating communication difficulties in cross-cultural encounters. Considering these concerns, the aim of this volume is two-fold: to deal with those theoretical approaches that inform the process of learning speech acts in particular contextual and cultural settings; and, secondly, to present a variety of methodological proposals, grounded on research-based ideas, for the teaching of the major speech acts in second/foreign language classrooms. This volume is a valuable theoretical and practical resource not only for researchers, teachers and students interested in speech act learning/teaching but also for textbook writers wishing to have an informed opinion on the pedagogical implications derived from research on speech act performance.
[Language Learning & Language Teaching, 26] 2010. xiv, 277 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Acknowledgements | p. ix
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List of contributors | pp. xi–xii
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Preface | pp. xiii–xiv
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Section I. Theoretical groundings
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Pragmatics and speech act performanceAlicia Martínez-Flor and Esther Usó-Juan | pp. 3–20
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Section II. Empirical foundations
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The effect of individual-level variables on speech act performanceLisa M. Kuriscak | pp. 23–40
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Data collection methods in speech act performance: DCTs, role plays, and verbal reportsJ. César Félix-Brasdefer | pp. 41–56
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Conversation analysis and speech act performanceMarta González-Lloret | pp. 57–74
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Culture and its effect on speech act performanceArdith J. Meier | pp. 75–90
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Study abroad and its effect on speech act performanceGila A. Schauer | pp. 91–108
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Speech act performance in workplace settingsLynda Yates | pp. 109–126
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The effect of pragmatic instruction on speech act performanceSatomi Takahashi | pp. 127–142
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Section III. Methodological innovations
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Apologies: Raising learners’ cross-cultural awarenessSachiko Kondo | pp. 145–162
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Complaints: How to gripe and establish rapportDiana Boxer | pp. 163–178
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Compliments and responses to compliments: Learning communication in contextNoriko Ishihara | pp. 179–198
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Disagreement: How to disagree agreeablyLewis H. Malamed | pp. 199–216
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Refusals: How to develop appropriate refusal strategiesZohreh R. Eslami | pp. 217–236
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Requests: A sociopragmatic approachEsther Usó-Juan | pp. 237–256
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Suggestions: How social norms affect pragmatic behaviourAlicia Martínez-Flor | pp. 257–274
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Index | pp. 275–277
“This volume could be used as intended for educators of second and foreign languages, and it would be very valuable in graduate courses, as it bridges SLA and practical applications of the theory in the classroom.”
Susan Fiksdal, Evergreen State College, in Studies in Second Language Acquisition 34(3): 508- 510, 2012
Cited by (32)
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2021. ZPD-based mediation of L2 learners’ comprehension of implicatures: An educational praxis framework. Lodz Papers in Pragmatics 17:1-2 ► pp. 127 ff.
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2020. Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching 53:1 ► pp. 3 ff.
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2018. Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 266 ff.
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2017. Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 118 ff.
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[no author supplied]
[no author supplied]
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This list is based on CrossRef data as of 24 october 2024. 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
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General