Task-Based Approaches to Teaching and Assessing Pragmatics

Editors
| Carnegie Mellon University
| Georgia State University
HardboundForthcoming
ISBN 9789027200914 | EUR 99.00 | USD 149.00
 
PaperbackForthcoming
ISBN 9789027200907 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027263957 | EUR 99.00/33.00*
| USD 149.00/49.95*
 
This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs.
[Task-Based Language Teaching, 10]  Expected August 2018.  x, 312 pp.
Publishing status: Printing
Table of Contents
Acknowledgement
vii
Series editors’ preface
x
Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overview
Naoko Taguchi and YouJin Kim
2–24
Part I. Teaching pragmatics through tasks
28–109
Chapter 2. Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learners
Minkyung Kim, Hakyoon Lee and YouJin Kim
28–54
Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators
Eva Alcón-Soler
56–81
Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task: A conversation analytic perspective
Maria Pia Gomez-Laich and Naoko Taguchi
84–109
Part II. Using tasks to elicit pragmatics language use
114–214
Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development
Derek Reagan and Caroline Payant
114–136
Chapter 6. Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role?
Mayya Levkina
138–157
Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development
Roger Gilabert and Júlia Barón
160–190
Chapter 8. Pragmatics, tasks, and technology: A synergy
Marta González-Lloret and Lourdes Ortega
192–214
Part III. Task-based assessment of pragmatics
218–304
Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction
Soo Jung Youn
218–246
Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance
Monika Ekiert, Sofia Lampropoulou, Andrea Révész and Eivind Torgersen
248–263
Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach
Folkert Kuiken and Ineke Vedder
266–285
Chapter 12. Pragmatics in task-based language assessment: Opportunities and challenges
Veronika Timpe-Laughlin
288–304
Bio notes
306–307
Index
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching