Pragmatic Competence and Relevance
This book probes into under-researched issues in L2 pragmatics. Firstly, pragmatic competence, pragmatic awareness and metapragmatic awareness are re-defined and clearly distinguished on theoretical grounds. Secondly, pragmatic competence and its manifestations are evaluated on empirical grounds by distinct criteria and validated testing measures. More importantly, genuine pragmatic inference is elicited in contexts of online interpretation where figurative speech plays a central role. Genre-specific discourse which occurs in editorials and news reports serves as a natural testbed for examining the role of advanced mind-reading abilities in developing pragmatic competence. Sperber and Wilson’s relevance theory accommodates the findings of empirical assessment and yields new insights in the cognitive procedures activated during interpretation. The comprehensive theoretical and methodological treatment of pragmatic competence makes this book of interest to researchers and students in pragmatics, L2 theory and applications, genre studies, and to those concerned with the cognitive underpinnings of communication in L2.
[Pragmatics & Beyond New Series, 245] 2014. x, 228 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Chapter 1. The scope of pragmatics
Chapter 2. Pragmatic meaning in L2
Chapter 3. Genres and pragmatic competence
Chapter 4. Relevance theory and communication
Chapter 5. Pragmatic competence revisited
Chapter 6. The data
Chapter 7. Conclusion: From genre(s) to pragmatic inference
“This is a ground-breaking and extremely valuable book which strikes an impressive balance between theoretical argument and empirical work. It is full of insightfully analysed practical examples and illustrations showing clearly how a cognitive pragmatic approach can both broaden and deepen our understanding of L2 abilities. It is generous and fair-minded in its treatment of alternative approaches, and provides a wealth of empirical data that should be a goldmine not only for L2 teachers and scholars but for pragmatic theorists. It is the first book I would recommend to anyone with an interest in pragmatic competence in L2.”
Deirdre Wilson, University College London
“This is a meticulously researched, beautifully written volume, which represents a major contribution to our understanding of L2 pragmatic competence. The author adopts a resolutely cognitive approach to pragmatics and, using concepts and notions from relevance theory, sheds new light on the ways in which L2 pragmatic competence might be fostered. As such, it is a breath of fresh air in the literature in this area and deserves to be very widely read.”
Tim Wharton, University of Brighton
“This work combines cognitive pragmatics (relevance theory) with empirical evidence on genre-based interpretation in an innovative way and thus greatly enhances our understanding of pragmatic competence in L2. Editorials and news reports are used to assess learners’ ability for pragmatic inference and the role of mind-reading abilities in developing pragmatic competence. This area of enquiry marks a significant change from traditional approaches to pragmatic competence which generally focus on examining patterns of behaviours using conversational records of interaction. This is an important emergent area of research in L2 pragmatics, making this monograph an original and timely contribution to the field. Pragmatic Competence and Relevance is an inspiring and absorbing reading for scholars and students of communication and cognition, L2 pedagogy, and genre studies.”
Sophia Marmaridou, University of Athens
“This monograph will be essential reading for RT researchers in the area of L2 pragmatics, and should be of interest to those investigating this phenomenon from competing theoretical perspectives.”
Adam Gargani, University of Salford, on Linguist List 26.2563, 22 May 2015
Cited by 6 other publications
Mao, Tiaoyuan & Shanhua He
Yuan, Wen, Francis Y. Lin & Richard P. Cooper
This list is based on CrossRef data as of 02 may 2021. 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.
Al-Gahtani, Saad, and Carsten Roever
Alberts, Bruce, Dennis Bray, Karen Hopkin, Alexander Johnson, Julian Lewis, Martin Raff, Keith Roberts, and Peter Walter
Alcón Soler, Eva, and María Pilar Safont Jordà
Alcón Soler, Eva, and Alicia Martínez-Flor
Alcón Soler, Eva, and Josep R. Guzmán Pitarch
Ansary, Hasan, and Esmat Babaii
Antonopoulou, Eleni, and Kiki Nikiforidou
Askehave, Inger, and John M. Swales
Askenhave, Inger, and Anne Ellerup Nielsen
Averbeck, Joshua M.
Averbeck, Joshua M., and Dale Hample
Bardovi-Harlig, Kathleen, Beverly A.S. Hartford, Rebecca Mahan-Taylor, Marley J. Morgan, and Dudley W. Reynolds
Bardovi-Harlig, Kathleen, and Zoltan Dörnyei
Bardovi-Harlig, Kathleen, and Rebecca Mahan-Taylor
Bardovi-Harlig, Kathleen, and Robert Griffin
Bardovi-Harlig, Kathleen, and Beverly S. Hartford
Bawarshi, Anis S., and Mary-Jo Reiff
Beebe, Leslie M., and Martha C. Cummings
Bergs, Alexander T., and Gabriele Diewald
Berry, Dianne C.
Blum-Kulka, Shoshana, Juliane House, and Gabriele Kasper
Bou Franch, Patricia
Bouton, Lawrence F.
Bromberek-Dyzman Katarzyna, Karolina Ratah, and Jacek Dylak
Bromberek-Dyzman, Katarzyna, and Anna Ewert
2010 “Figurative Competence is Better Developed in L1 than in L2, or Is It? Understanding Conversational Implicatures in L1 and L2.” In Cognitive Processing in Second Language Acquisition: Inside the Learner’s Mind , ed. by Martin Pütz, and Laura Sicola, 317–334. Amsterdam/Philadelphia: John Benjamins.
Butler, Christopher S.
Byon, Andrew Sangpil
Canale, Michael, and Merrill Swain
Cappelen, Herman, and Ernie Lepore
Carston, Robyn, and Alison Hall
Cook, Misty, and Anthony J. Liddicoat
Council of Europe
de Paiva, Beatriz M. M.
de Paiva, Beatriz M. M., and Susan H. Foster-Cohen
Ehlich, Konrrad, and Jochen Rehbein
Ellis, Barbara G.
Ellis, Rod, Shawn Loewen, Catherine Elder, Rosemary Erlam, Jenefer Philip, and Hayo Reinders
Enright, Dennis Joseph
Fillmore, Charles, Paul Kay, and Mary Catherine O’Connor
2002 “The Relevance of Relevance Theory to First and Second Language Acquisition.” In Selected Papers on Theoretical and Applied Linguistics from the 14th International Symposium, ed. by Marianthi Makri- Tsilipakou, 9–23. Aristotle University of Thessaloniki, Greece: Department of Theoretical and Applied Linguistics.
Francis, Hazel, and Susan Hallam
Fried, Mirjam, and Jan-Ola Östman
2004a “Pragmatic Comprehension of High and Low Level Language Learners.” Teaching English as a Second or Foreign Language 8 (2): A-1. http://tesl-ej.org/ej30/a1.html (accessed 17 September 2011).
Gibbs, Raymond W., and Christin Izett
Grabowski, Kirby, Cook
2009 “Teaching Pragmatic Competence: Compliments and Compliment Responses in the ESL Classroom.” Prospect Journal (Macquarie University, Sydney, Australia) 24 (2): 53–62. http://www.ameprc.mq.edu.au/docs/prospect_journal/volume24_no_2/Vittoria_Grossi.pdf (accessed 19 September 2011)
Hall, Joan Kelly
Hall, Joan Kelly, Hellermann, John, and Simona Pekarek Doehler
Halliday, Michael Alexander Kirkwood
Halliday, Michael Alexander Kirkwood, and Christian M. Matthiessen
Halmari, Helena, and Jan-Ola Östman
Harley, Birgit, Jim Cummins, Merrill Swain, and Patrick Allen
House, Juliane, and Gabriele Kasper
House, Juliane, and Gabriele Kasper
2013 “Developing Pragmatic Competence in English as a Lingua Franca: Using Discourse Markers to Express (Inter) Subjectivity and Connectivity.” In Pragmatic Development in L1, L2, L3: Its Biological and Cultural Foundations , ed. by Elly Ifantidou, and Tomoko Matsui. Journal of Pragmatics Special Issue 59 (Part A): 57–67.
Hutchinson, Tom, and Allan Waters
Hymes, Dell H.
Relevance Theory, Epistemic Vigilance and Pragmatic Competence.” In Relevance Theory: Recent Developments, Current Challenges and Future Directions (volume based on the EPICS V conference, Seville 2012), ed. by Manuel Padilla-Cruz.
Ifantidou, Elly, and Angeliki Tzanne
Jeon, Eun Hee, and Tadayoshi Kaya
Johns, Ann M.
1997 “Can Pragmatic Competence Be Taught?” (Net Work #6) [HTML document]. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center. http://nflrc.hawaii.edu/NetWorks/NW06/ (accessed 17 September 2011).
Kasper, Gabriele, and Shoshana Blum-Kulka
Kasper, Gabriele, and Richard Schmidt
Kasper, Gabriele, and Kenneth R. Rose
Kaufman, Sheri, Patricia Prelock, Ernest Weiler, Nancy Creaghead, and Carole Donnelly
Kerekes, Julie A.
Kinginger, Celeste, and Kathleen Farrell
Koike, Dale A.
Kozima, Hideki, and Teiji Furugori
Lakoff, Robin T.
Langacker, Ronald W.
Li, Jie, and Norbert Schmitt
Martin, James R.
Martínez Floor, Alicia, Esther Usó Juan, and Ana Fernandez Guerra
Martínez-Flor, Alicia, and Eva Alcón Soler
Martínez-Flor, Alicia, and Esther Usó-Juan
McNamara, Tim, and Carsten Roever
Nikiforidou, Kiki, and Rena Torres Cacoullos
Norris, John M., and Lourdes Ortega
Olshtain, Elite, and Andrew D. Cohen
Origgi, Gloria, and Dan Sperber
Östman, Jan-Ola, and Mirjam Fried
Ottati, Victor C., and Randall A. Renstrom
Papafragou, Anna, Peggy Li, Youngon Choi, and Chung-Hye Han
Pedersen, Johan, and Teresa Cadierno
Rose, Kenneth, and Gabriele Kasper
Safont Jordà, Maria Pilar
Samet, Jerry, and Roger Schank
Sanz, Cristina, and Ronald P. Leow
Schauer, Gila A.
Shine, Stephanie, and Nancy L. Roser
Sopory, Pradeep, and James Price Dillard
Sperber, Dan, and Deirdre Wilson
Sperber, Dan, Fabrice Clément, Christophe Heintz, Olivier Mascaro, Hugo Mercier, Gloria Origgi, and Deirdre Wilson
Spooren, Wilbert, and Ted Sanders
Stern, Hans Heinrich
Swales, John M.
Swales, John M., and Christine B. Feak
Tateyama, Yumiko, Gabriele Kasper, Laura Mui, Hui-Mian Tay, and Ong-On Thananart
Thibault, Paul J.
Thibault, Paul J., and Theo Van Leeuwen
Tindale, Christopher W., and James Gough
Titscher, Stefan, Michael Meyer, Ruth Wodak, and Eva Vetter
Tzanne, Angeliki, Elly Ifantidou, and Bessie Mitsikopoulou
van Compernolle, Rémi A., and Lawrence Williams
van Dijk, Teun Adrianus, and Walter Kintsch
Walters, Scott F.
Wang, Vincent X.
Wilson, Deirdre, and Dan Sperber
Wilson, Deirdre, and Tim Wharton
Wilson, Deirdre, and Robyn Carston
Wimsatt, William K., and Monroe C. Beardsley
Wolf, Alain J. E.
Woodfield, Helen, and Maria Economidou-Kogetsidis
Yeh, Hui-Chin, Yu-Fen Yang, and Wing-Kwong Wong
Yoshimi, Dina Rudolph
Young, Richard F., and Elizabeth R. Miller
BIC Subject: CFG – Semantics, Pragmatics, Discourse Analysis
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General