Part of
Speech Act Performance: Theoretical, empirical and methodological issuesEdited by Alicia Martínez-Flor and Esther Usó-Juan
[Language Learning & Language Teaching 26] 2010
► pp. 3–20
Edited by Alicia Martínez-Flor and Esther Usó-Juan
[Language Learning & Language Teaching 26] 2010
► pp. 3–20
Pragmatics and speech act performance
Pragmatics, a branch of linguistics which studies communicative actions in their sociocultural context, has been the focus of attention of a number of scholars over the last few decades (Rose & Kasper, 2001). Given the importance of this area of research to develop competent users of a given language, the present chapter first outlines its main defining characteristics. Then, among the different subareas included within this field, a detailed description of speech act theory is provided. The reminder of the chapter addresses the theoretical conditions needed for the learning of particular speech acts in instructed settings, namely exposure to pertinent input, opportunities for communicative practice and feedback.
Cited by
Cited by 12 other publications
Barón, Júlia
2023. Chapter 13. A task-supported language approach to teaching L2 pragmatics. In L2 Pragmatics in Action [Language Learning & Language Teaching, 58], ► pp. 319 ff. 
Cheatham, Gregory A. & Yeonsun Ellie Ro
2011. Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective. Early Childhood Education Journal 39:4 ► pp. 249 ff.
Farashaiyan, Atieh., Kim Hua Tan & Mohammad Subakir
2014. An Investigation of Iranian Instructors’ Methods and Techniques in Teaching Interlanguage Pragmatics. Procedia - Social and Behavioral Sciences 118 ► pp. 61 ff.
García, María J. Barros & Marina Terkourafi
2015. Combining Self-Report and Role-Play Data in Sociopragmatics Research: towards a Methodological Synthesis. In Researching Sociopragmatic Variability, ► pp. 230 ff.
Gauci, Phyllisienne, Elisa Ghia & Sandro Caruana
2017. Chapter 14. The pragmatic competence of student-teachers of Italian L2. In Current Issues in Intercultural Pragmatics [Pragmatics & Beyond New Series, 274], ► pp. 323 ff.
Gilabert, Roger & Júlia Barón
2018. Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 160 ff.
Klimczak, Agata
2011. British Politeness in a Polish ESL/EFL Classroom?. In Extending the Boundaries of Research on Second Language Learning and Teaching [Second Language Learning and Teaching, ], ► pp. 93 ff.
Martinez-Buffa, Ignacio & Pilar Safont
2023. Multilingual pragmatic awareness in collaborative writing. Language Awareness 32:3 ► pp. 421 ff.
Martínez‐Flor, Alicia
2012. Classroom Research on Pragmatics. In The Encyclopedia of Applied Linguistics,
Schauer, Gila A.
2019. Literature Review. In Teaching and Learning English in the Primary School [English Language Education, 18], ► pp. 7 ff.
Schauer, Gila A.
2024. Background. In Intercultural Competence and Pragmatics, ► pp. 7 ff.
Usó Juan, Esther & Alicia Martínez Flor
2022. Using audiovisual material to teach refusals from a discursive perspective: a research-based proposal. Complutense Journal of English Studies 30 ► pp. 53 ff.
This list is based on CrossRef data as of 10 april 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.