Technology in Interlanguage Pragmatics Research and Teaching

Editors
| Carnegie Mellon University
| University of New Mexico
HardboundAvailable
ISBN 9789027213136 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027213211 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027271938 | EUR 95.00/36.00*
| USD 143.00/54.00*
 
Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction.
[Language Learning & Language Teaching, 36]  2013.  viii, 276 pp.
Publishing status: Available
Table of Contents
Contributors
vii–viii
Chapter 1. Introduction: Technology in interlanguage pragmatics research and teaching
Naoko Taguchi and Julie M. Sykes
1–15
Part I. Technology in researching pragmatics
Chapter 2. Comprehension of conversational implicature: What response times tell us
Naoko Taguchi
19–41
Chapter 3. Amount of practice and pragmatic development of request-making in L2 Chinese
Shuai Li
43–69
Chapter 4. Multiuser virtual environments: Learner apologies in Spanish
Julie M. Sykes
71–100
Chapter 5. Development of politeness strategies in participatory online environments: A case study
Adrienne Gonzales
101–120
Chapter 6. Pronominal choice and self-positioning strategies in second language academic writing: A pragmatic analysis using learner corpus data
Alfredo Urzua
121–152
Part II. Technology in teaching and assessing pragmatics
Chapter 7. Complex L2 pragmatic feedback via place-based mobile games
Christopher L. Holden and Julie M. Sykes
155–183
Chapter 8. Blogging: Crosscultural interaction for pragmatic development
Yumi Takamiya and Noriko Ishihara
185–214
Chapter 9. Technology and tests of L2 pragmatics
Carsten Roever
215–233
Chapter 10. DocuScope for genre analysis: Potential for assessing pragmatic functions in second language writing
Helen Zhao and David Kaufer
235–259
Commentary on Technology in Interlanguage Pragmatics Research and Teaching
Andrew D. Cohen
261–269
Prologue. The future of pragmatics and technology: Where are we headed?
Julie M. Sykes and Naoko Taguchi
271–274
Index
275–276
“This book fills up a long-time gap in the evolution of pragmatic research by addressing a variety of topics at the intersection between technology and pragmatics that bring the research in the field into the 21st century. As our forms of communication evolve and become more mediated by new technologies, researchers and students interested in pragmatics will find in each chapter invaluable illustrations of avant-garde research to follow!”
“In this lucid and timely edited volume, Taguchi and Sykes bring together three essential areas in 21st century second language research and pedagogy: 1) an emphasis on pragmatics, which inarguably constitutes the heart of the human communicative experience; 2) expert commentary on the use of digital methodologies and instrumentation that support cutting edge interlanguage pragmatics research, and 3) a focus on a wide variety of communication and information technologies that increasingly mediate both ‘free-range’ as well as educationally oriented life experience. Individual chapters provide comprehensive treatments of the pragmatics-technology nexus in areas such as assessment, feedback, and pragmatics development in transcultural communication settings. This foreword-thinking landmark volume represents a major theoretical and empirical statement and is highly relevant to scholars and practitioners in the fields of applied linguistics, second language acquisition, and language education and pedagogy.”
“The contributors highlight work that ventures into uncharted territories within pragmatics teaching, assessment, and research, and they provide excellent models for continuing with this trend. Moreover, the volume represents a variety of theoretical approaches (e.g., sociocultural theory, skill

acquisition theory) and analytical methods and designs (corpus analysis, conversation analysis, microgenetic case studies, and ethnographic and experimental studies). The authors diligently report not only successes but also lessons learned to inform future studies (e.g., Holden and Sykes on the challenges with the design of the Mentira game). Thus, this volume paints a holistic

picture of opportunities and challenges in using technology in pragmatics teaching and research.”
Cited by

Cited by other publications

Alcón-Soler, Eva
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 56 ff. Crossref logo
Alemi, Minoo & Shirin Bahramipour
2019. An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities. Asian-Pacific Journal of Second and Foreign Language Education 4:1 Crossref logo
Alemi, Minoo, Ali Meghdari & Nafiseh Sadat Haeri
2017.  In Social Robotics [Lecture Notes in Computer Science, 10652],  pp. 252 ff. Crossref logo
Blattner, Geraldine, Amanda Dalola & Lara Lomicka
2016.  In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age [Advances in Educational Technologies and Instructional Design, ],  pp. 769 ff. Crossref logo
González-Lloret, Marta
2019. Technology and L2 Pragmatics Learning. Annual Review of Applied Linguistics 39  pp. 113 ff. Crossref logo
Ishihara, Noriko & Yumi Takamiya
2014.  In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ],  pp. 137 ff. Crossref logo
Ishihara, Noriko & Yumi Takamiya
2019.  In Computer-Assisted Language Learning,  pp. 829 ff. Crossref logo
Mehrabi Boshrabadi, Abbas & Sepideh Bataghva Sarabi
2016. Cyber-communic at tion etiquette. Interactive Technology and Smart Education 13:2  pp. 86 ff. Crossref logo
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning 31:1-2  pp. 157 ff. Crossref logo
Sydorenko, Tetyana, Tom F. H. Smits, Keelan Evanini & Vikram Ramanarayanan
2019. Simulated speaking environments for language learning: insights from three cases. Computer Assisted Language Learning 32:1-2  pp. 17 ff. Crossref logo
Sykes, Julie M.
2014.  In Technology-mediated TBLT [Task-Based Language Teaching, 6],  pp. 149 ff. Crossref logo
Sykes, Julie M.
2017.  In The Handbook of Technology and Second Language Teaching and Learning,  pp. 118 ff. Crossref logo
Sykes, Julie M.
2019. Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?. Annual Review of Applied Linguistics 39  pp. 128 ff. Crossref logo
Sykes, Julie M., Margaret M. Malone, Linda Forrest & Ayşenur Sağdıç
2019.  In Encyclopedia of Educational Innovation,  pp. 1 ff. Crossref logo
Sykes, Julie M., Margaret M. Malone, Linda Forrest & Ayşenur Sağdıç
2020.  In Encyclopedia of Educational Innovation,  pp. 1 ff. Crossref logo
Taguchi, Naoko
2011. Teaching Pragmatics: Trends and Issues. Annual Review of Applied Linguistics 31  pp. 289 ff. Crossref logo
Taguchi, Naoko
2015. Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching 48:1  pp. 1 ff. Crossref logo
Wain, Jennifer, Veronika Timpe‐Laughlin & Saerhim Oh
2019. Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions. ETS Research Report Series 2019:1  pp. 1 ff. Crossref logo
Yousefi, Marziyeh & Hossein Nassaji
2019. A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables. ITL - International Journal of Applied Linguistics 170:2  pp. 277 ff. Crossref logo

This list is based on CrossRef data as of 05 september 2020. 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
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2013008436