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
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Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General