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Part of
L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[
Language Learning & Language Teaching
58] 2023
► pp.
341
–
343
◄
previous
Index
A
accuracy
171, 180–183, 185–186, 246–251, 256–257, 259–261, 266, 269–270, 321–322, 338
Adaptive Control of Thought (ACT) model
244–249
agency
xviii, xxi–xxii, 14, 23, 49, 89–111, 294
appropriateness
65, 68, 82, 158, 161, 169, 171, 173, 179–181, 183–186, 195–196, 217, 220, 224–227, 230–233, 237, 248–251, 256–257, 259–261, 276, 284, 287, 299, 321
attention
4, 12–14, 16, 20, 25, 54–55, 113, 119–120, 127–129, 136–137, 184, 192, 194–195, 201–202, 207–210, 212, 215–216, 245–246, 264–265, 285
attitudes
xviii–xx, 11–12, 14, 20–21, 63, 65–69, 71, 73–87, 117–118, 120, 139, 209, 211–212, 215–237
automatic
146, 148, 151, 154, 243, 245–246, 248–249
automaticity
6, 146, 148, 151, 155, 243, 246, 248
automatisation
146, 154, 243, 245–248, 258, 263, 265
awareness
xviii–xx, 6–8, 13, 21–27, 31–87, 89–90, 93–98, 100–108, 113–141, 154–155, 191–192, 195–205, 208–213, 220–221, 225, 236–237, 246–247, 254–255, 276–277
awareness-practice-feedback instructional sequence
247
B
beliefs
xviii, 4–5, 9, 14, 20, 22, 25, 85–86, 113–141, 147, 217
bi-clausal request forms
xx, 191, 194–195, 197, 200–201, 206–210
C
Chinese sentence final particles
267–271, 273–274, 278, 291
classroom
4–10, 15–20, 22–25, 34–41, 43–46, 48–49, 52–57, 63–64, 70–72, 82–87, 92–94, 104–111, 119–120, 136–139, 286–290, 293–295, 313–316, 319–325, 329, 331–339
computer-mediated communication
xx, 267–268, 275, 290–291, 337
concept-based instruction
xx, 27, 81, 87, 293, 295, 297, 315–316
consciousness-raising
82, 86, 246–247, 276, 320
controlled processing
245
corrective feedback
xix, 68, 113–141, 171, 265
D
declarative knowledge
17, 243–248, 251, 257, 260–263
depth of processing
192, 195, 199, 202, 204, 207, 209
detection
74, 154, 181–182, 197, 199–204, 206–209
dictation
195, 199–203, 205, 207–209
E
email writing
251, 253–257, 260–261
explicit instruction
8, 14, 16–17, 32, 34, 38–39, 171, 173–174, 186–187, 225, 243–244, 249–251, 264, 284, 320–321
explicit knowledge
82, 84, 145, 153–154, 156–158, 160, 162, 164–166, 244–247, 249, 251, 260, 262, 264
F
feedback
xix–xx, 36, 57–58, 109, 113–141, 243–244, 247, 249, 251–256, 260–261, 265, 326–327
fluency
xx, 17, 165, 171, 173, 179, 185, 188, 247–253, 256–264, 266
fluent
99, 146, 172–173, 245, 249–250, 252–253, 256
the form-focused approach
form-function-context mapping
xx, 248–249, 253, 261, 286
I
identity-as-pedagogy
93
implicit input
191, 194–195, 197
implicit intervention
191, 195, 197, 210
implicit knowledge
xx, 145, 153–158, 160, 162, 164–166, 245–246, 249, 264
individual differences
xviii–xix, 4, 25–26, 169–171, 186–188, 191, 195, 197, 211–212, 215, 236–237
instruction
6–11, 14, 24–27, 31–42, 45–46, 53–61, 63–87, 173–176, 215–216, 221–223, 225, 230–236, 246–251, 253–256, 261–270, 274–277, 279–288, 293–303, 311–316, 320–322
interaction
xx–xxii, 6–8, 11–13, 15–24, 37–38, 85–87, 90–91, 148–149, 151–153, 160–166, 185–188, 223–225, 267–273, 294–295, 299–302, 304–307, 309–313, 315–316, 319–326, 334–338
interactional competence
xxi, 7, 13, 15, 20, 37, 148, 151, 153, 161, 163–166
K
keystroke logging
252, 256, 263–264
L
L2 classroom
4–5, 7, 9, 15, 17–20, 31, 34, 36, 54–55, 57, 63, 83–84, 87, 138–139, 322–323
L2 pragmatics
xviii–xxi, 4–11, 13–27, 31–211, 213, 215–339
language attitude
xviii–xx, 21, 84, 139, 211–212, 215–239
learners
xviii–xxi, 4–7, 9–25, 32–40, 114–119, 126–135, 145–154, 161–166, 171–176, 183–188, 191–192, 194–202, 204–212, 217–219, 246–257, 259–263, 267–277, 279–304, 319–324, 334–337
longitudinal
12, 24, 56, 151, 165, 236, 263
long-spaced practice
M
mastery goal
191, 204–210
meaning-focused communication
246–247, 254
meaning-focused instruction
246, 254
meaningful practice
246, 249
metalinguistic awareness
246
metapragmatic awareness
xix, 7, 65, 89–90, 94–97, 100–103, 105–108, 243, 335
modality-specific practice
251
motivation
xviii–xx, 11, 13–15, 20, 26–27, 33, 191–213, 215, 217–219, 235–237
motivational intensity
191, 199, 201–202, 204–210
motivational task-processing system
192–194, 199, 205, 210
N
narrative inquiry
9, 89–90, 95–97, 107, 109
the non-interface position
246
noticing
13, 15–16, 98–100, 103–104, 148, 153, 191, 195, 197–200, 209, 243, 246–247, 267–268, 270, 284
noticing hypothesis
xviii, 4, 15–16, 191, 195, 209, 212, 243, 246, 267–268, 284
O
online modules
xviii, 31, 57
P
pause behaviour
252, 258, 261
pause length
37, 252, 257–261
pause time
252, 257–261
P burst
257–261
pedagogical approaches
xix, 4, 15, 48, 54, 58, 60, 294, 296–297, 334
performance goal
186, 193–194, 204–210, 296
practice
4–5, 7–9, 15–17, 24–25, 34–37, 39–41, 58–60, 68, 80–86, 89–98, 102–110, 117–118, 120, 122, 127, 136–140, 188–189, 243–256, 260–266
pragmalinguistics
5, 12, 25–26, 36, 64–65, 116–117, 147–148, 160, 174–176, 183–185, 195, 212–213, 221–223, 237, 268, 271–272, 321–323, 335
pragmatic awareness
xviii–xix, 4, 6–8, 13, 21–25, 27, 33–87, 89–90, 95–96, 100–103, 105, 113–115, 117–141, 191–192, 195–197, 210–211, 213, 220–221, 225
pragmatic competence
xviii–xxi, 4–7, 9–11, 13–15, 22–23, 25–27, 63–64, 67, 73–75, 84–87, 150–151, 160–161, 215–216, 218–222, 224–228, 230–231, 233–234, 248–249, 287–289, 291–292
pragmatic failure
87, 91, 116–117, 119–120, 122–125, 128, 130, 132, 135, 137, 335
pragmatic instruction
xix–xx, 4, 6–10, 24, 31–42, 45–46, 53–60, 63–65, 67–69, 73–87, 173–174, 215–216, 221–223, 225, 230–234, 243–244, 249, 269–270, 286–288, 290–291
pragmatic learning
xx–xxii, 10–13, 15–17, 19–27, 33–35, 53–56, 58–61, 84–87, 109–110, 165–166, 170–172, 196–197, 210–213, 215–216, 233–237, 262–263, 265–270, 289–292, 320–324, 337–338
pragmatic markers
xviii, 34, 215–216, 221, 223, 235–236, 322, 339
presentation-practice-production
247, 335
proceduralisation
243, 245–248, 252, 257, 261, 263–264
procedural knowledge
17, 244–248, 251–252, 261–263
process of analysis
16, 248
process of control
16, 248
production
xx–xxi, 11–14, 17–18, 20–21, 24–26, 169–174, 178–179, 182–186, 188–189, 196, 248–253, 256–266, 270–271, 273, 275–277, 279, 283–286, 312–314, 322–323
production rate
xx, 171, 173, 179, 249–252, 256–261, 263
professional development
xviii–xix, xxi, 24, 27, 31–32, 53, 56, 68–69, 74, 77, 81–84, 86–87, 90, 107–108, 137–138
proficiency
xviii–xx, 11–13, 15, 20–22, 26–27, 39–40, 145–167, 170, 187–188, 195–196, 200, 211–212, 265, 275, 300, 322, 324, 337
prototypicality
268, 270–274, 277–288
R
R burst
257–261
repeated practice
17, 247, 251–252
requests
12–14, 19–22, 24–25, 35–36, 150–151, 163–164, 172–173, 175, 188–189, 235–236, 249–251, 265, 293–295, 300, 302–305, 311–312, 314–318, 321–322, 324
response time
51, 58, 80, 156, 169, 171, 177, 179–183, 185–186, 252
retrieval practice
245, 253, 260
retrospection
193, 199, 201–202, 205–208, 210–211
revision
xx, 16, 18, 21, 96–97, 102, 109, 124, 243, 251–263, 265
S
scientific concepts
18, 24, 79, 81–82, 86, 296–297, 314
second language acquisition
xxii, 22–27, 109, 137, 139, 164–166, 187–189, 212–213, 235–237, 243–244, 264–265, 267, 290–291, 337–339
self-revision
251–252, 257, 261
short spaced practice
263
skill-acquisition based approach
243–244
skill acquisition theory
15, 17–18, 243–244, 262, 264–265
skill-specific practice
248, 250, 262
sociopragmatics
5, 14, 36, 64–65, 85–86, 98–99, 101–103, 116–117, 129–130, 147–148, 160–161, 298–299, 316, 321–322, 335
speech acts
12–14, 31, 34–36, 41–42, 59–61, 63–67, 71–72, 102, 150–151, 294–295, 298, 312–315, 324–325, 338–339
state motivation
192–193, 196
the strong interface position
246
systematic practice
243–244, 246, 249
T
task
xviii–xxi, 16, 20–24, 104–105, 126–127, 158, 162–164, 169–213, 225–226, 245–247, 249–251, 255–257, 264–265, 275–278, 293–294, 296–302, 305–306, 310–314, 319–339
task-based language teaching
16, 172, 188, 297, 321, 337–339
task difficulty
xix–xx, 11, 24, 162, 169–189
task motivation
xix–xx, 191–213
task-supported language teaching
20, 321–339
teacher perception
32, 39, 45, 52–53, 58, 85, 120, 133, 138–139, 218
teacher resources
xix, xxi, 31, 34, 57, 89, 92–94
teachers
xviii–xix, xxi, 4–10, 12, 14–15, 17, 20–26, 29–141, 163, 218, 220, 298, 320–322, 324–327, 335–336
teacher training
7, 10, 20, 22–23, 52, 54–55, 58, 63–67, 69–70, 80–83, 85, 117–118
teaching-learning
xviii–xix, xxi, 4–5, 10, 20, 241
teaching materials
7, 10, 33, 35, 65–72, 74, 76–77, 79–83, 85, 286–287, 291, 337
technology
4, 22, 24, 26, 60, 265, 267, 290–291, 320, 323–325, 334, 336–338
textbooks
20, 23, 33–34, 65–66, 68, 71, 75–76, 79–80, 82, 85–87, 286, 320, 325, 327, 329
translanguaging
xviii–xix, 14, 90–92, 94–95, 97–98, 103, 105–111
translingual identity
89–90, 92–97, 99, 101, 103, 105–108, 110–111
U
Usage based theory
W
the weak interface position
246
working memory
xviii–xx, 14, 20, 169–177, 179–189, 210, 215, 245
writing fluency
xx, 252, 256–257, 259, 263, 266
Z
a zero grammar approach