Table of contents
Acknowledgements
List of contributors
Introduction
Chapter 1.L2 pragmatics in action: Teachers, learners and the teaching-learning interaction process
Part I.Teachers
Chapter 2.Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module
Chapter 3.Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics
Chapter 4.Teachers’ identity and agency in L2 pragmatics: Supporting teachers’ translingual identity as pedagogy through narratives
Chapter 5.Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics
Part II.Learners
Chapter 6.Proficiency effects on L2 pragmatics
Chapter 7.Working memory and task difficulty as factors of L2 pragmatics
Chapter 8.Task motivation effects on L2 pragmatics
Chapter 9.Language attitude effects on L2 pragmatics
Part III.Teaching-learning in action
Chapter 10.Skill acquisition based approach to teaching L2 pragmatics
Chapter 11.Usage-based approach to teaching L2 pragmatics
Chapter 12.A concept-based approach to teaching L2 pragmatics
Chapter 13.A task-supported language approach to teaching L2 pragmatics
Index
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