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John Benjamins Publishing Company
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201611101209
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eng
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John Benjamins Publishing Company
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Language Learning & Language Teaching
26
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Speech Act Performance
Theoretical, empirical and methodological issues
01
lllt.26
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.26
1
B01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
University Jaume I, Castelló
2
B01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
University Jaume I, Castelló
01
eng
291
xiv
277
LAN009000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.PRAG
Pragmatics
05
06
01
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.
05
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
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Acknowledgements
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List of contributors
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Miscellaneous
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Preface
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Section header
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Section I. Theoretical groundings
10
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JB code
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20
18
Article
5
01
Pragmatics and speech act performance
1
A01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
Universitat Jaume I
2
A01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
Universitat Jaume I
01
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.
10
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JB code
lllt.26.p2
Section header
6
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Section II. Empirical foundations
10
01
JB code
lllt.26.02kur
23
40
18
Article
7
01
The effect of individual-level variables on speech act performance
The
effect of individual-level variables on speech act performance
1
A01
Lisa M. Kuriscak
Kuriscak, Lisa M.
Lisa M.
Kuriscak
Ball State University
01
Many factors affect the realisation of speech acts, including sociocultural norms, being a native or nonnative speaker, situational parameters of the exchange, and individual differences in personal characteristics. This chapter focuses on findings related to the last set of factors and specifically on personality (extraversion), aptitude (and its related construct, proficiency), and motivation. These multicomponent traits are distinct constructs but are not entirely discreet from each other. In a review of literature that incorporates second language acquisition and interlanguage pragmatics, their dynamic relationship and their effects on speech acts are described, with an eye toward discerning the relative contributions of these variables to the expression (and interpretation) of second-language speech acts and to offering suggestions for future research.
10
01
JB code
lllt.26.03fel
41
56
16
Article
8
01
Data collection methods in speech act performance
DCTs, role plays, and verbal reports
1
A01
J. César Félix-Brasdefer
Félix-Brasdefer, J. César
J. César
Félix-Brasdefer
Indiana University
01
This chapter takes a speech-act perspective and examines the degree of validity and reliability of three data collection methods used in speech act research: discourse completion tasks, role plays, and verbal reports. Various formats of these instruments and the type of data they produce under experimental conditions are reviewed and illustrated with examples taken from learners and native speakers. In addition, ways for refining the instrument by focusing on the contextual information of the situation are discussed. This chapter shows how role-play data can be analysed sequentially and across multiple turns in controlled settings. It also highlights the significance of using verbal reports as a means of validating experimental data by gaining access to the learners’ cognitive and sociocultural perceptions during speech act performance. It concludes with practical recommendations for refining the instruments used in speech-act research.
10
01
JB code
lllt.26.04gon
57
74
18
Article
9
01
Conversation analysis and speech act performance
1
A01
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai‘i at Manoa
01
Conversation analysis offers the potential for useful contribution to the study of speech act performance by microanalysing the sequential organisation of natural data of participants carrying out social action through talk. This paper outlines some of the similarities and main differences between speech act theory and conversation analysis, focusing mainly on the concept of speakers’ intent, the importance of the sequential organisation of data, and the value of naturally occurring data. The chapter presents previous research which has studied speech act sequences form a conversation analysis perspective in a variety of settings and contexts, including the second/foreign language classroom. Finally, the chapter proposes lines of investigation of speech act performance that could benefit from a conversation analysis approach.
10
01
JB code
lllt.26.05mei
75
90
16
Article
10
01
Culture and its effect on speech act performance
1
A01
Ardith J. Meier
Meier, Ardith J.
Ardith J.
Meier
University of Northern Iowa
01
The premise that underlying cultural values and beliefs play an important role in speech act performance as mediated by perceptions of context forms the foundation of this chapter. The relationship between culture, context, and speech act performance is explained. Where there is less overlap between interactants’ underlying cultural values and beliefs, misunderstandings are more apt to arise. In order to identify cross-cultural differences that have the potential to cause such misunderstandings, relevant speech act studies are presented and their findings examined in terms of cultural dimensions and orientations used as heuristic tools. It is argued that an awareness of underlying cultural variables and their potential influence on speech act performance will contribute to more effective negotiation of meaning and identity.
10
01
JB code
lllt.26.06sch
91
108
18
Article
11
01
Study abroad and its effect on speech act performance
1
A01
Gila A. Schauer
Schauer, Gila A.
Gila A.
Schauer
Lancaster University
01
Although the effect of the study abroad environment on foreign language learners’ speech act performance had been underexplored for many years, a number of studies have been published in the last decade that help to shed light on the impact of study abroad sojourns on language learners’ pragmatic competence. In this chapter, I will review and discuss investigations examining the effect of study abroad on language learners in a variety of study abroad contexts (e.g. Canada, United States of America, Latin America, France, Germany, Great Britain) and involving a variety of native and target language combinations (e.g. Chinese – English, English – French, English – German, English – Spanish, German – English, German – French, Japanese- English). The speech acts investigated are: advice, apologies, leave-taking, offers, refusals, requests and suggestions.
10
01
JB code
lllt.26.07yat
109
126
18
Article
12
01
Speech act performance in workplace settings
1
A01
Lynda Yates
Yates, Lynda
Lynda
Yates
Macquarie University
01
This chapter explores how research on speech act performance can inform language teaching for workplace communication. It argues for an approach to instruction that draws on empirical evidence from a range of perspectives so that non-native speakers can understand patterns of language use, how these relate to cultural values and how individuals actually draw on them in context. Using directives and disagreements as examples, it is argued that while quantitative interlanguage and cross-cultural speech act research studies give valuable insight into how acts are performed in routine situations, speech act studies broadly conceived are needed to provide learners with insight into the rich repertoire of devices and strategies native speakers have at their disposal and how these might be used to negotiate identities at work.
10
01
JB code
lllt.26.08tak
127
142
16
Article
13
01
The effect of pragmatic instruction on speech act performance
The
effect of pragmatic instruction on speech act performance
1
A01
Satomi Takahashi
Takahashi, Satomi
Satomi
Takahashi
Rikkyo University
01
This chapter reviews previous research on pragmatic intervention by exploring the extent to which the teachability of second-language speech acts is constrained by the nature of intervention and learner-attributable factors. The superiority of explicit pragmatic intervention over implicit treatment is confirmed overall, particularly in the teaching of the sociopragmatic features of speech acts. However, evidence suggests that such positive effects of explicit intervention are not always assured; moreover, some forms of implicit intervention are equally effective. Such variations in the findings are best explained in terms of an explicit/implicit continuum rather than a dichotomous explicit versus implicit framework. The current review also suggests that higher levels of linguistic proficiency and learner motivation may be prerequisites for maximally enhancing pragmatic teachability.
10
01
JB code
lllt.26.p3
Section header
14
01
Section III. Methodological innovations
10
01
JB code
lllt.26.09kon
145
162
18
Article
15
01
Apologies
Raising learners’ cross-cultural awareness
1
A01
Sachiko Kondo
Kondo, Sachiko
Sachiko
Kondo
Sophia Junior College
01
The present paper focuses on teaching the speech act of apologising based on previous research findings on the use, acquisition, and teaching of this particular speech act. The paper provides practical suggestions as to how pragmatic awareness can be raised by first presenting apology strategies and then showing how learners can be engaged in analysing their own performance, and comparing it with that of speakers of the target language. Suggestions will also be made about ways of providing learners with authentic input, a variety of pragmatic options and with ample opportunity to practice in various apology situations. Such training will allow learners to develop their own interlanguage through optimal convergence to target language norms rather than total convergence (Kasper, 1997).
10
01
JB code
lllt.26.10box
163
178
16
Article
16
01
Complaints
How to gripe and establish rapport
1
A01
Diana Boxer
Boxer, Diana
Diana
Boxer
University of Florida
01
The speech act of complaint actually consists of two very different types of speech behaviours. While direct complaints are usually face threatening acts, indirect complaints typically serve to establish solidarity in social interaction. Little attention has been paid in the literature to indirect complaints, despite the fact that they are ubiquitous in ordinary social conversation in many English-speaking communities. This chapter focuses on the teaching of indirect complaints and outlines methodological issues in amassing data on complaining that can be put into use for effective language teaching. To date, few teaching materials have been based on ethnographic, empirical data. Based on this data, new ways of teaching complaints and their responses are suggested in a sample lesson plan.
10
01
JB code
lllt.26.11ish
179
198
20
Article
17
01
Compliments and responses to compliments
Learning communication in context
1
A01
Noriko Ishihara
Ishihara, Noriko
Noriko
Ishihara
Hosei University
01
This chapter focuses on the speech acts of giving and responding to compliments, including its multiple functions and discourses that expand beyond single-statement compliments. First, specific linguistic realisations of these speech acts are summarised, in addition to a discussion of cross-linguistic differences in pragmatic norms. Interlanguage pragmatics research is also reviewed in which compliments were taught in English as a second/foreign language and Japanese as a foreign language. The majority of the chapter is devoted to a pedagogical proposal that shows how these speech acts in English can be taught and how learners’ pragmatic development may be assessed in the classroom. Because learners’ subjectivities are closely intertwined with their pragmatic use, the instruction and assessment procedures facilitate learners’ negotiation of identities through giving and responding to compliments.
10
01
JB code
lllt.26.12mal
199
216
18
Article
18
01
Disagreement
How to disagree agreeably
1
A01
Lewis H. Malamed
Malamed, Lewis H.
Lewis H.
Malamed
Tokai University
01
This chapter will consider research findings related to the speech act of disagreement with the aim of supporting students in developing effective strategies to improve both receptive and productive skills in this area. Although some communicative behaviours may be effective in both the first language and the second language, students who carry over an inappropriate strategy run the risk of an unexpected reaction, including situations in which their intention to disagree will not be noted (Beebe & Takahashi, 1989a). This section will focus upon practical ways to raise students’ awareness of strategies for disagreement in English, and provide support for the use of mitigating expressions appropriate in various communicative situations.
10
01
JB code
lllt.26.13esl
217
236
20
Article
19
01
Refusals
How to develop appropriate refusal strategies
1
A01
Zohreh R. Eslami
Eslami, Zohreh R.
Zohreh R.
Eslami
Texas A&M University
01
Refusal can be a difficult speech act to perform. As a disprefered response, it is complicated in form and it usually involves various strategies to avoid offending one’s interlocutor. For second language learners with linguistic limitations, performing refusals successfully may require a higher level of pragmatic competence than other target language speech acts. Thus there is a need for pragmatic instruction in order to help learners interpret and realise this speech act successfully. Based on previous research on the speech act of refusal and studies in instructional pragmatics, this chapter proposes a teaching approach that includes both awareness raising and production activities. The instructional strategies involve learners in translation, data collection, data analysis, reflection, and role-play activities.
10
01
JB code
lllt.26.14uso
237
256
20
Article
20
01
Requests
A sociopragmatic approach
1
A01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
Universitat Jaume I
01
This chapter focuses on the speech act of requesting, which has been considered to be a face-threatening act, since its performance requires the hearer to carry out an act for the requester’s sake (Brown & Levinson, 1987). Research on the use of requests suggests that many learners have problems in performing this speech act in sociopragmatically appropriate ways. In order to avoid social misunderstandings therefore, learners’ exposure to the way requests are routinised in real contexts is of utmost importance in second language instructional contexts. Based on research on interlanguage pragmatics, this chapter presents a learner-based instructional method designed to develop learners’ sociopragmatic ability to make requests and soften their impositive tone in English as the target language. This framework provides learners with ample opportunities to be exposed to as well as practise requests in a variety of communicative situations.
10
01
JB code
lllt.26.15mar
257
274
18
Article
21
01
Suggestions
How social norms affect pragmatic behaviour
1
A01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
Universitat Jaume I
01
Suggestions are acts in which the speaker asks the hearer to perform an action that will potentially benefit the hearer (Rintell, 1979). Despite this fact, they have been regarded as face-threatening acts, since the speaker is in some way intruding into the hearer’s world by performing an act that concerns what the latter should do (Brown & Levinson, 1987). For this reason, formulating pragmatically appropriate suggestions that do not result in impolite or rude behaviour may be especially difficult for second language learners whose contact with the target language is very limited. With that aim in mind, and based on previous studies on this speech act, this chapter proposes a pedagogical approach that ranges from awareness-raising to production activities.
10
01
JB code
lllt.26.22ind
275
277
3
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20100210
2010
John Benjamins
02
WORLD
13
15
9789027219893
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
01
06
Institutional price
00
105.00
EUR
R
01
05
Consumer price
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36.00
EUR
R
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06
Institutional price
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88.00
GBP
Z
01
05
Consumer price
00
30.00
GBP
Z
01
06
Institutional price
inst
00
158.00
USD
S
01
05
Consumer price
cons
00
54.00
USD
S
292007579
03
01
01
JB
John Benjamins Publishing Company
01
JB code
LL< 26 Hb
15
9789027219893
13
2009051897
BB
01
LL<
02
1569-9471
Language Learning & Language Teaching
26
01
Speech Act Performance
Theoretical, empirical and methodological issues
01
lllt.26
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.26
1
B01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
University Jaume I, Castelló
2
B01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
University Jaume I, Castelló
01
eng
291
xiv
277
LAN009000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.PRAG
Pragmatics
05
06
01
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.
05
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
04
09
01
https://benjamins.com/covers/475/lllt.26.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027219893.jpg
04
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https://benjamins.com/covers/475_tif/9789027219893.tif
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https://benjamins.com/covers/1200_front/lllt.26.hb.png
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https://benjamins.com/covers/125/lllt.26.png
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ix
1
Miscellaneous
1
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Acknowledgements
10
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JB code
lllt.26.02lis
xi
xii
2
Miscellaneous
2
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List of contributors
10
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JB code
lllt.26.00toc
xiii
xiv
2
Miscellaneous
3
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Preface
10
01
JB code
lllt.26.p1
Section header
4
01
Section I. Theoretical groundings
10
01
JB code
lllt.26.01mar
3
20
18
Article
5
01
Pragmatics and speech act performance
1
A01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
Universitat Jaume I
2
A01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
Universitat Jaume I
01
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.
10
01
JB code
lllt.26.p2
Section header
6
01
Section II. Empirical foundations
10
01
JB code
lllt.26.02kur
23
40
18
Article
7
01
The effect of individual-level variables on speech act performance
The
effect of individual-level variables on speech act performance
1
A01
Lisa M. Kuriscak
Kuriscak, Lisa M.
Lisa M.
Kuriscak
Ball State University
01
Many factors affect the realisation of speech acts, including sociocultural norms, being a native or nonnative speaker, situational parameters of the exchange, and individual differences in personal characteristics. This chapter focuses on findings related to the last set of factors and specifically on personality (extraversion), aptitude (and its related construct, proficiency), and motivation. These multicomponent traits are distinct constructs but are not entirely discreet from each other. In a review of literature that incorporates second language acquisition and interlanguage pragmatics, their dynamic relationship and their effects on speech acts are described, with an eye toward discerning the relative contributions of these variables to the expression (and interpretation) of second-language speech acts and to offering suggestions for future research.
10
01
JB code
lllt.26.03fel
41
56
16
Article
8
01
Data collection methods in speech act performance
DCTs, role plays, and verbal reports
1
A01
J. César Félix-Brasdefer
Félix-Brasdefer, J. César
J. César
Félix-Brasdefer
Indiana University
01
This chapter takes a speech-act perspective and examines the degree of validity and reliability of three data collection methods used in speech act research: discourse completion tasks, role plays, and verbal reports. Various formats of these instruments and the type of data they produce under experimental conditions are reviewed and illustrated with examples taken from learners and native speakers. In addition, ways for refining the instrument by focusing on the contextual information of the situation are discussed. This chapter shows how role-play data can be analysed sequentially and across multiple turns in controlled settings. It also highlights the significance of using verbal reports as a means of validating experimental data by gaining access to the learners’ cognitive and sociocultural perceptions during speech act performance. It concludes with practical recommendations for refining the instruments used in speech-act research.
10
01
JB code
lllt.26.04gon
57
74
18
Article
9
01
Conversation analysis and speech act performance
1
A01
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai‘i at Manoa
01
Conversation analysis offers the potential for useful contribution to the study of speech act performance by microanalysing the sequential organisation of natural data of participants carrying out social action through talk. This paper outlines some of the similarities and main differences between speech act theory and conversation analysis, focusing mainly on the concept of speakers’ intent, the importance of the sequential organisation of data, and the value of naturally occurring data. The chapter presents previous research which has studied speech act sequences form a conversation analysis perspective in a variety of settings and contexts, including the second/foreign language classroom. Finally, the chapter proposes lines of investigation of speech act performance that could benefit from a conversation analysis approach.
10
01
JB code
lllt.26.05mei
75
90
16
Article
10
01
Culture and its effect on speech act performance
1
A01
Ardith J. Meier
Meier, Ardith J.
Ardith J.
Meier
University of Northern Iowa
01
The premise that underlying cultural values and beliefs play an important role in speech act performance as mediated by perceptions of context forms the foundation of this chapter. The relationship between culture, context, and speech act performance is explained. Where there is less overlap between interactants’ underlying cultural values and beliefs, misunderstandings are more apt to arise. In order to identify cross-cultural differences that have the potential to cause such misunderstandings, relevant speech act studies are presented and their findings examined in terms of cultural dimensions and orientations used as heuristic tools. It is argued that an awareness of underlying cultural variables and their potential influence on speech act performance will contribute to more effective negotiation of meaning and identity.
10
01
JB code
lllt.26.06sch
91
108
18
Article
11
01
Study abroad and its effect on speech act performance
1
A01
Gila A. Schauer
Schauer, Gila A.
Gila A.
Schauer
Lancaster University
01
Although the effect of the study abroad environment on foreign language learners’ speech act performance had been underexplored for many years, a number of studies have been published in the last decade that help to shed light on the impact of study abroad sojourns on language learners’ pragmatic competence. In this chapter, I will review and discuss investigations examining the effect of study abroad on language learners in a variety of study abroad contexts (e.g. Canada, United States of America, Latin America, France, Germany, Great Britain) and involving a variety of native and target language combinations (e.g. Chinese – English, English – French, English – German, English – Spanish, German – English, German – French, Japanese- English). The speech acts investigated are: advice, apologies, leave-taking, offers, refusals, requests and suggestions.
10
01
JB code
lllt.26.07yat
109
126
18
Article
12
01
Speech act performance in workplace settings
1
A01
Lynda Yates
Yates, Lynda
Lynda
Yates
Macquarie University
01
This chapter explores how research on speech act performance can inform language teaching for workplace communication. It argues for an approach to instruction that draws on empirical evidence from a range of perspectives so that non-native speakers can understand patterns of language use, how these relate to cultural values and how individuals actually draw on them in context. Using directives and disagreements as examples, it is argued that while quantitative interlanguage and cross-cultural speech act research studies give valuable insight into how acts are performed in routine situations, speech act studies broadly conceived are needed to provide learners with insight into the rich repertoire of devices and strategies native speakers have at their disposal and how these might be used to negotiate identities at work.
10
01
JB code
lllt.26.08tak
127
142
16
Article
13
01
The effect of pragmatic instruction on speech act performance
The
effect of pragmatic instruction on speech act performance
1
A01
Satomi Takahashi
Takahashi, Satomi
Satomi
Takahashi
Rikkyo University
01
This chapter reviews previous research on pragmatic intervention by exploring the extent to which the teachability of second-language speech acts is constrained by the nature of intervention and learner-attributable factors. The superiority of explicit pragmatic intervention over implicit treatment is confirmed overall, particularly in the teaching of the sociopragmatic features of speech acts. However, evidence suggests that such positive effects of explicit intervention are not always assured; moreover, some forms of implicit intervention are equally effective. Such variations in the findings are best explained in terms of an explicit/implicit continuum rather than a dichotomous explicit versus implicit framework. The current review also suggests that higher levels of linguistic proficiency and learner motivation may be prerequisites for maximally enhancing pragmatic teachability.
10
01
JB code
lllt.26.p3
Section header
14
01
Section III. Methodological innovations
10
01
JB code
lllt.26.09kon
145
162
18
Article
15
01
Apologies
Raising learners’ cross-cultural awareness
1
A01
Sachiko Kondo
Kondo, Sachiko
Sachiko
Kondo
Sophia Junior College
01
The present paper focuses on teaching the speech act of apologising based on previous research findings on the use, acquisition, and teaching of this particular speech act. The paper provides practical suggestions as to how pragmatic awareness can be raised by first presenting apology strategies and then showing how learners can be engaged in analysing their own performance, and comparing it with that of speakers of the target language. Suggestions will also be made about ways of providing learners with authentic input, a variety of pragmatic options and with ample opportunity to practice in various apology situations. Such training will allow learners to develop their own interlanguage through optimal convergence to target language norms rather than total convergence (Kasper, 1997).
10
01
JB code
lllt.26.10box
163
178
16
Article
16
01
Complaints
How to gripe and establish rapport
1
A01
Diana Boxer
Boxer, Diana
Diana
Boxer
University of Florida
01
The speech act of complaint actually consists of two very different types of speech behaviours. While direct complaints are usually face threatening acts, indirect complaints typically serve to establish solidarity in social interaction. Little attention has been paid in the literature to indirect complaints, despite the fact that they are ubiquitous in ordinary social conversation in many English-speaking communities. This chapter focuses on the teaching of indirect complaints and outlines methodological issues in amassing data on complaining that can be put into use for effective language teaching. To date, few teaching materials have been based on ethnographic, empirical data. Based on this data, new ways of teaching complaints and their responses are suggested in a sample lesson plan.
10
01
JB code
lllt.26.11ish
179
198
20
Article
17
01
Compliments and responses to compliments
Learning communication in context
1
A01
Noriko Ishihara
Ishihara, Noriko
Noriko
Ishihara
Hosei University
01
This chapter focuses on the speech acts of giving and responding to compliments, including its multiple functions and discourses that expand beyond single-statement compliments. First, specific linguistic realisations of these speech acts are summarised, in addition to a discussion of cross-linguistic differences in pragmatic norms. Interlanguage pragmatics research is also reviewed in which compliments were taught in English as a second/foreign language and Japanese as a foreign language. The majority of the chapter is devoted to a pedagogical proposal that shows how these speech acts in English can be taught and how learners’ pragmatic development may be assessed in the classroom. Because learners’ subjectivities are closely intertwined with their pragmatic use, the instruction and assessment procedures facilitate learners’ negotiation of identities through giving and responding to compliments.
10
01
JB code
lllt.26.12mal
199
216
18
Article
18
01
Disagreement
How to disagree agreeably
1
A01
Lewis H. Malamed
Malamed, Lewis H.
Lewis H.
Malamed
Tokai University
01
This chapter will consider research findings related to the speech act of disagreement with the aim of supporting students in developing effective strategies to improve both receptive and productive skills in this area. Although some communicative behaviours may be effective in both the first language and the second language, students who carry over an inappropriate strategy run the risk of an unexpected reaction, including situations in which their intention to disagree will not be noted (Beebe & Takahashi, 1989a). This section will focus upon practical ways to raise students’ awareness of strategies for disagreement in English, and provide support for the use of mitigating expressions appropriate in various communicative situations.
10
01
JB code
lllt.26.13esl
217
236
20
Article
19
01
Refusals
How to develop appropriate refusal strategies
1
A01
Zohreh R. Eslami
Eslami, Zohreh R.
Zohreh R.
Eslami
Texas A&M University
01
Refusal can be a difficult speech act to perform. As a disprefered response, it is complicated in form and it usually involves various strategies to avoid offending one’s interlocutor. For second language learners with linguistic limitations, performing refusals successfully may require a higher level of pragmatic competence than other target language speech acts. Thus there is a need for pragmatic instruction in order to help learners interpret and realise this speech act successfully. Based on previous research on the speech act of refusal and studies in instructional pragmatics, this chapter proposes a teaching approach that includes both awareness raising and production activities. The instructional strategies involve learners in translation, data collection, data analysis, reflection, and role-play activities.
10
01
JB code
lllt.26.14uso
237
256
20
Article
20
01
Requests
A sociopragmatic approach
1
A01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
Universitat Jaume I
01
This chapter focuses on the speech act of requesting, which has been considered to be a face-threatening act, since its performance requires the hearer to carry out an act for the requester’s sake (Brown & Levinson, 1987). Research on the use of requests suggests that many learners have problems in performing this speech act in sociopragmatically appropriate ways. In order to avoid social misunderstandings therefore, learners’ exposure to the way requests are routinised in real contexts is of utmost importance in second language instructional contexts. Based on research on interlanguage pragmatics, this chapter presents a learner-based instructional method designed to develop learners’ sociopragmatic ability to make requests and soften their impositive tone in English as the target language. This framework provides learners with ample opportunities to be exposed to as well as practise requests in a variety of communicative situations.
10
01
JB code
lllt.26.15mar
257
274
18
Article
21
01
Suggestions
How social norms affect pragmatic behaviour
1
A01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
Universitat Jaume I
01
Suggestions are acts in which the speaker asks the hearer to perform an action that will potentially benefit the hearer (Rintell, 1979). Despite this fact, they have been regarded as face-threatening acts, since the speaker is in some way intruding into the hearer’s world by performing an act that concerns what the latter should do (Brown & Levinson, 1987). For this reason, formulating pragmatically appropriate suggestions that do not result in impolite or rude behaviour may be especially difficult for second language learners whose contact with the target language is very limited. With that aim in mind, and based on previous studies on this speech act, this chapter proposes a pedagogical approach that ranges from awareness-raising to production activities.
10
01
JB code
lllt.26.22ind
275
277
3
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20100210
2010
John Benjamins
02
WORLD
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245
mm
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164
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08
655
gr
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JB
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John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
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https://benjamins.com
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WORLD
US CA MX
21
6
18
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02
JB
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105.00
EUR
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111.30
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JB
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bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
18
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02
JB
1
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88.00
GBP
Z
01
JB
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John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
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https://benjamins.com
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US CA MX
21
18
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gen
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JB
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158.00
USD
851007580
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John Benjamins Publishing Company
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LL< 26 Pb
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9789027219909
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2009051897
BC
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LL<
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1569-9471
Language Learning & Language Teaching
26
01
Speech Act Performance
Theoretical, empirical and methodological issues
01
lllt.26
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.26
1
B01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
University Jaume I, Castelló
2
B01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
University Jaume I, Castelló
01
eng
291
xiv
277
LAN009000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.PRAG
Pragmatics
05
06
01
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.
05
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
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Miscellaneous
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Acknowledgements
10
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lllt.26.02lis
xi
xii
2
Miscellaneous
2
01
List of contributors
10
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JB code
lllt.26.00toc
xiii
xiv
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Miscellaneous
3
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Preface
10
01
JB code
lllt.26.p1
Section header
4
01
Section I. Theoretical groundings
10
01
JB code
lllt.26.01mar
3
20
18
Article
5
01
Pragmatics and speech act performance
1
A01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
Universitat Jaume I
2
A01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
Universitat Jaume I
01
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.
10
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JB code
lllt.26.p2
Section header
6
01
Section II. Empirical foundations
10
01
JB code
lllt.26.02kur
23
40
18
Article
7
01
The effect of individual-level variables on speech act performance
The
effect of individual-level variables on speech act performance
1
A01
Lisa M. Kuriscak
Kuriscak, Lisa M.
Lisa M.
Kuriscak
Ball State University
01
Many factors affect the realisation of speech acts, including sociocultural norms, being a native or nonnative speaker, situational parameters of the exchange, and individual differences in personal characteristics. This chapter focuses on findings related to the last set of factors and specifically on personality (extraversion), aptitude (and its related construct, proficiency), and motivation. These multicomponent traits are distinct constructs but are not entirely discreet from each other. In a review of literature that incorporates second language acquisition and interlanguage pragmatics, their dynamic relationship and their effects on speech acts are described, with an eye toward discerning the relative contributions of these variables to the expression (and interpretation) of second-language speech acts and to offering suggestions for future research.
10
01
JB code
lllt.26.03fel
41
56
16
Article
8
01
Data collection methods in speech act performance
DCTs, role plays, and verbal reports
1
A01
J. César Félix-Brasdefer
Félix-Brasdefer, J. César
J. César
Félix-Brasdefer
Indiana University
01
This chapter takes a speech-act perspective and examines the degree of validity and reliability of three data collection methods used in speech act research: discourse completion tasks, role plays, and verbal reports. Various formats of these instruments and the type of data they produce under experimental conditions are reviewed and illustrated with examples taken from learners and native speakers. In addition, ways for refining the instrument by focusing on the contextual information of the situation are discussed. This chapter shows how role-play data can be analysed sequentially and across multiple turns in controlled settings. It also highlights the significance of using verbal reports as a means of validating experimental data by gaining access to the learners’ cognitive and sociocultural perceptions during speech act performance. It concludes with practical recommendations for refining the instruments used in speech-act research.
10
01
JB code
lllt.26.04gon
57
74
18
Article
9
01
Conversation analysis and speech act performance
1
A01
Marta González-Lloret
González-Lloret, Marta
Marta
González-Lloret
University of Hawai‘i at Manoa
01
Conversation analysis offers the potential for useful contribution to the study of speech act performance by microanalysing the sequential organisation of natural data of participants carrying out social action through talk. This paper outlines some of the similarities and main differences between speech act theory and conversation analysis, focusing mainly on the concept of speakers’ intent, the importance of the sequential organisation of data, and the value of naturally occurring data. The chapter presents previous research which has studied speech act sequences form a conversation analysis perspective in a variety of settings and contexts, including the second/foreign language classroom. Finally, the chapter proposes lines of investigation of speech act performance that could benefit from a conversation analysis approach.
10
01
JB code
lllt.26.05mei
75
90
16
Article
10
01
Culture and its effect on speech act performance
1
A01
Ardith J. Meier
Meier, Ardith J.
Ardith J.
Meier
University of Northern Iowa
01
The premise that underlying cultural values and beliefs play an important role in speech act performance as mediated by perceptions of context forms the foundation of this chapter. The relationship between culture, context, and speech act performance is explained. Where there is less overlap between interactants’ underlying cultural values and beliefs, misunderstandings are more apt to arise. In order to identify cross-cultural differences that have the potential to cause such misunderstandings, relevant speech act studies are presented and their findings examined in terms of cultural dimensions and orientations used as heuristic tools. It is argued that an awareness of underlying cultural variables and their potential influence on speech act performance will contribute to more effective negotiation of meaning and identity.
10
01
JB code
lllt.26.06sch
91
108
18
Article
11
01
Study abroad and its effect on speech act performance
1
A01
Gila A. Schauer
Schauer, Gila A.
Gila A.
Schauer
Lancaster University
01
Although the effect of the study abroad environment on foreign language learners’ speech act performance had been underexplored for many years, a number of studies have been published in the last decade that help to shed light on the impact of study abroad sojourns on language learners’ pragmatic competence. In this chapter, I will review and discuss investigations examining the effect of study abroad on language learners in a variety of study abroad contexts (e.g. Canada, United States of America, Latin America, France, Germany, Great Britain) and involving a variety of native and target language combinations (e.g. Chinese – English, English – French, English – German, English – Spanish, German – English, German – French, Japanese- English). The speech acts investigated are: advice, apologies, leave-taking, offers, refusals, requests and suggestions.
10
01
JB code
lllt.26.07yat
109
126
18
Article
12
01
Speech act performance in workplace settings
1
A01
Lynda Yates
Yates, Lynda
Lynda
Yates
Macquarie University
01
This chapter explores how research on speech act performance can inform language teaching for workplace communication. It argues for an approach to instruction that draws on empirical evidence from a range of perspectives so that non-native speakers can understand patterns of language use, how these relate to cultural values and how individuals actually draw on them in context. Using directives and disagreements as examples, it is argued that while quantitative interlanguage and cross-cultural speech act research studies give valuable insight into how acts are performed in routine situations, speech act studies broadly conceived are needed to provide learners with insight into the rich repertoire of devices and strategies native speakers have at their disposal and how these might be used to negotiate identities at work.
10
01
JB code
lllt.26.08tak
127
142
16
Article
13
01
The effect of pragmatic instruction on speech act performance
The
effect of pragmatic instruction on speech act performance
1
A01
Satomi Takahashi
Takahashi, Satomi
Satomi
Takahashi
Rikkyo University
01
This chapter reviews previous research on pragmatic intervention by exploring the extent to which the teachability of second-language speech acts is constrained by the nature of intervention and learner-attributable factors. The superiority of explicit pragmatic intervention over implicit treatment is confirmed overall, particularly in the teaching of the sociopragmatic features of speech acts. However, evidence suggests that such positive effects of explicit intervention are not always assured; moreover, some forms of implicit intervention are equally effective. Such variations in the findings are best explained in terms of an explicit/implicit continuum rather than a dichotomous explicit versus implicit framework. The current review also suggests that higher levels of linguistic proficiency and learner motivation may be prerequisites for maximally enhancing pragmatic teachability.
10
01
JB code
lllt.26.p3
Section header
14
01
Section III. Methodological innovations
10
01
JB code
lllt.26.09kon
145
162
18
Article
15
01
Apologies
Raising learners’ cross-cultural awareness
1
A01
Sachiko Kondo
Kondo, Sachiko
Sachiko
Kondo
Sophia Junior College
01
The present paper focuses on teaching the speech act of apologising based on previous research findings on the use, acquisition, and teaching of this particular speech act. The paper provides practical suggestions as to how pragmatic awareness can be raised by first presenting apology strategies and then showing how learners can be engaged in analysing their own performance, and comparing it with that of speakers of the target language. Suggestions will also be made about ways of providing learners with authentic input, a variety of pragmatic options and with ample opportunity to practice in various apology situations. Such training will allow learners to develop their own interlanguage through optimal convergence to target language norms rather than total convergence (Kasper, 1997).
10
01
JB code
lllt.26.10box
163
178
16
Article
16
01
Complaints
How to gripe and establish rapport
1
A01
Diana Boxer
Boxer, Diana
Diana
Boxer
University of Florida
01
The speech act of complaint actually consists of two very different types of speech behaviours. While direct complaints are usually face threatening acts, indirect complaints typically serve to establish solidarity in social interaction. Little attention has been paid in the literature to indirect complaints, despite the fact that they are ubiquitous in ordinary social conversation in many English-speaking communities. This chapter focuses on the teaching of indirect complaints and outlines methodological issues in amassing data on complaining that can be put into use for effective language teaching. To date, few teaching materials have been based on ethnographic, empirical data. Based on this data, new ways of teaching complaints and their responses are suggested in a sample lesson plan.
10
01
JB code
lllt.26.11ish
179
198
20
Article
17
01
Compliments and responses to compliments
Learning communication in context
1
A01
Noriko Ishihara
Ishihara, Noriko
Noriko
Ishihara
Hosei University
01
This chapter focuses on the speech acts of giving and responding to compliments, including its multiple functions and discourses that expand beyond single-statement compliments. First, specific linguistic realisations of these speech acts are summarised, in addition to a discussion of cross-linguistic differences in pragmatic norms. Interlanguage pragmatics research is also reviewed in which compliments were taught in English as a second/foreign language and Japanese as a foreign language. The majority of the chapter is devoted to a pedagogical proposal that shows how these speech acts in English can be taught and how learners’ pragmatic development may be assessed in the classroom. Because learners’ subjectivities are closely intertwined with their pragmatic use, the instruction and assessment procedures facilitate learners’ negotiation of identities through giving and responding to compliments.
10
01
JB code
lllt.26.12mal
199
216
18
Article
18
01
Disagreement
How to disagree agreeably
1
A01
Lewis H. Malamed
Malamed, Lewis H.
Lewis H.
Malamed
Tokai University
01
This chapter will consider research findings related to the speech act of disagreement with the aim of supporting students in developing effective strategies to improve both receptive and productive skills in this area. Although some communicative behaviours may be effective in both the first language and the second language, students who carry over an inappropriate strategy run the risk of an unexpected reaction, including situations in which their intention to disagree will not be noted (Beebe & Takahashi, 1989a). This section will focus upon practical ways to raise students’ awareness of strategies for disagreement in English, and provide support for the use of mitigating expressions appropriate in various communicative situations.
10
01
JB code
lllt.26.13esl
217
236
20
Article
19
01
Refusals
How to develop appropriate refusal strategies
1
A01
Zohreh R. Eslami
Eslami, Zohreh R.
Zohreh R.
Eslami
Texas A&M University
01
Refusal can be a difficult speech act to perform. As a disprefered response, it is complicated in form and it usually involves various strategies to avoid offending one’s interlocutor. For second language learners with linguistic limitations, performing refusals successfully may require a higher level of pragmatic competence than other target language speech acts. Thus there is a need for pragmatic instruction in order to help learners interpret and realise this speech act successfully. Based on previous research on the speech act of refusal and studies in instructional pragmatics, this chapter proposes a teaching approach that includes both awareness raising and production activities. The instructional strategies involve learners in translation, data collection, data analysis, reflection, and role-play activities.
10
01
JB code
lllt.26.14uso
237
256
20
Article
20
01
Requests
A sociopragmatic approach
1
A01
Esther Usó-Juan
Usó-Juan, Esther
Esther
Usó-Juan
Universitat Jaume I
01
This chapter focuses on the speech act of requesting, which has been considered to be a face-threatening act, since its performance requires the hearer to carry out an act for the requester’s sake (Brown & Levinson, 1987). Research on the use of requests suggests that many learners have problems in performing this speech act in sociopragmatically appropriate ways. In order to avoid social misunderstandings therefore, learners’ exposure to the way requests are routinised in real contexts is of utmost importance in second language instructional contexts. Based on research on interlanguage pragmatics, this chapter presents a learner-based instructional method designed to develop learners’ sociopragmatic ability to make requests and soften their impositive tone in English as the target language. This framework provides learners with ample opportunities to be exposed to as well as practise requests in a variety of communicative situations.
10
01
JB code
lllt.26.15mar
257
274
18
Article
21
01
Suggestions
How social norms affect pragmatic behaviour
1
A01
Alicia Martínez-Flor
Martínez-Flor, Alicia
Alicia
Martínez-Flor
Universitat Jaume I
01
Suggestions are acts in which the speaker asks the hearer to perform an action that will potentially benefit the hearer (Rintell, 1979). Despite this fact, they have been regarded as face-threatening acts, since the speaker is in some way intruding into the hearer’s world by performing an act that concerns what the latter should do (Brown & Levinson, 1987). For this reason, formulating pragmatically appropriate suggestions that do not result in impolite or rude behaviour may be especially difficult for second language learners whose contact with the target language is very limited. With that aim in mind, and based on previous studies on this speech act, this chapter proposes a pedagogical approach that ranges from awareness-raising to production activities.
10
01
JB code
lllt.26.22ind
275
277
3
Miscellaneous
22
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20100210
2010
John Benjamins
02
WORLD
01
240
mm
02
160
mm
08
520
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
01
WORLD
US CA MX
21
31
29
01
02
JB
1
00
36.00
EUR
R
02
02
JB
1
00
38.16
EUR
R
01
JB
10
bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
29
02
02
JB
1
00
30.00
GBP
Z
01
JB
2
John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
01
US CA MX
21
2
29
01
gen
02
JB
1
00
54.00
USD