Task-Based Approaches to Teaching and Assessing Pragmatics
Editors
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] 2018. x, 312 pp.
Publishing status: Available
Published online on 16 July 2018
Published online on 16 July 2018
© John Benjamins
Table of Contents
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Acknowledgement | pp. vii–viii
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Series editors’ preface
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Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overviewNaoko Taguchi and YouJin Kim | pp. 2–24
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Part I. Teaching pragmatics through tasks: The role of metapragmatic discussion
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Chapter 2. Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learnersMinkyung Kim, Hakyoon Lee and YouJin Kim | pp. 28–54
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Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigatorsEva Alcón-Soler | pp. 56–81
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Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task: A conversation analytic perspectiveMaría Pía Gomez-Laich and Naoko Taguchi | pp. 84–109
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Part II. Using tasks to elicit pragmatics language use
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Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic developmentDerek Reagan and Caroline Payant | pp. 114–136
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Chapter 6. Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role?Mayya Levkina | pp. 138–157
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Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics developmentRoger Gilabert and Júlia Barón | pp. 160–190
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Chapter 8. Pragmatics, tasks, and technology: A synergyMarta González-Lloret and Lourdes Ortega | pp. 192–214
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Part III. Task-based assessment of pragmatics
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Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interactionSoo Jung Youn | pp. 218–246
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Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performanceMonika Ekiert, Sofia Lampropoulou, Andrea Révész and Eivind Torgersen | pp. 248–263
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Chapter 11. Assessing functional adequacy of L2 performance in a task-based approachFolkert Kuiken and Ineke Vedder | pp. 266–285
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Chapter 12. Pragmatics in task-based language assessment: Opportunities and challengesVeronika Timpe-Laughlin | pp. 288–304
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Bio notes | pp. 305–309
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Index | pp. 311–312
Cited by (42)
Cited by 42 other publications
Collentine, Karina
2024. Chapter 10. Pragmatic competence in virtual environments. In Recent Developments in Hispanic Linguistics [Issues in Hispanic and Lusophone Linguistics, 41], ► pp. 245 ff. 
Jakupčević, Eva & Mihajla Ćavar Portolan
2024. An analysis of pragmatic content in EFL textbooks for young learners in Croatia. Language Teaching Research 28:1 ► pp. 114 ff.
Zhang, Lan & Scott Aubrey
2024. The role of individual differences in second language pragmatics: A systematic review. International Journal of Applied Linguistics 34:4 ► pp. 1316 ff.
Collentine, Karina & Joseph Collentine
2023. Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment. In Innovative Approaches to Research in Hispanic Linguistics [Issues in Hispanic and Lusophone Linguistics, 38], ► pp. 173 ff.
Gonzalez‐Lloret, Marta
2023. Task‐Based Pragmatics Teaching. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Jung, Jookyoung & Xuehua Fu
2023. The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1083 ff.
Kim, YouJin, Sanghee Kang, Meredith D’Arienzo & Naoko Taguchi
2023. Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. Language Teaching Research
Martínez‐Flor, Alicia & Ariadna Sánchez‐Hernández
2023. Classroom Research on Pragmatics. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
MEMİŞ, Muhammet & Rahime ŞENTÜRK
2023. Edimbilimin Dil Öğretimine Katkıları. Korkut Ata Türkiyat Araştırmaları Dergisi
Norris, John M.
2023. Book Review: The Routledge Handbook of Language Testing. Language Testing 40:2 ► pp. 440 ff.
Ren, Wei
2023. Speech acts and interaction in L2 pragmatics: Insights from Chinese as the target language. International Journal of Applied Linguistics 33:3 ► pp. 524 ff.
Ren, Wei, Shaofeng Li & Xiaoxuan Lü
2023. A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction. Applied Linguistics 44:6 ► pp. 1010 ff.
Timpe-Laughlin, Veronika, Judit Dombi, Tetyana Sydorenko & Shoko Sasayama
2023. L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT. Language Teaching Research
Ton-Nu, Anh Tuy & Loc Tan Nguyen
2023. Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam. RELC Journal
Castro, Leonardo Sarmento Travincas de
2022. Integrating Task-Based Learning and Pragmatics. BELT - Brazilian English Language Teaching Journal 13:1 ► pp. e42606 ff.
Fakher Ajabshir, Zahra
2022. The relative efficacy of input enhancement, input flooding, and output-based instructional approaches in the acquisition of L2 request modifiers. Language Teaching Research 26:3 ► pp. 411 ff.
Kim, YouJin
2022. The interface between instructed L2 pragmatics and TBLT research. Applied Pragmatics 4:2 ► pp. 159 ff.
Kirner-Ludwig, Monika
2022. Data collection methods applied in studies in the journalIntercultural Pragmatics(2004–2020): a scientometric survey and mixed corpus study. Intercultural Pragmatics 19:4 ► pp. 459 ff.
Lin, Ming-Fang, Yuan-shan Chen & Yu-Ting Lai
2022. Promoting the Sustainable Development of Rural EFL Learners’ Email Literacy through a Facebook Project. Sustainability 14:10 ► pp. 6209 ff.
Martín-Laguna, Sofía
Safont, Pilar
2022. ‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse. Language, Culture and Curriculum 35:3 ► pp. 317 ff.
Sánchez-Hernández, Ariadna & Júlia Barón
2022. Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research 26:2 ► pp. 163 ff.
Sánchez-Hernández, Ariadna & Alicia Martínez-Flor
2022. Teaching the pragmatics of English as an international language: A focus on pragmatic markers. Language Teaching Research 26:2 ► pp. 256 ff.
Taguchi, Naoko
2022. Immersive Virtual Reality for Pragmatics Task Development. TESOL Quarterly 56:1 ► pp. 308 ff.
Taguchi, Naoko, Daniel H. Dixon, Yuqing Qin & Ying Chen
2022. Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making. Language Teaching Research
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Bi, Nick Zhiwei
2021. Cognitive Processes of ESL Learners in Pragmatic Role-Play Tasks in Academic Settings. Frontiers in Psychology 12
Félix-Brasdefer, J. César & Megan DiBartolomeo
2021. Chapter 14. Developing advanced pragmatic competence in Spanish. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31], ► pp. 324 ff.
Payant, Caroline & Gabriel Michaud
2021. La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle. La Revue de l’AQEFLS 33:1 ► pp. 4 ff.
Sağdıç, Ayşenur & Derek Reagan
2021. “I Have a Question”. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 188 ff.
Torres, Julio & Nicole A. Vargas Fuentes
2021. Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments. Languages 6:2 ► pp. 110 ff.
Abrams, Zsuzsanna I.
2020. Intercultural Communication and Language Pedagogy,
Heidari, Afroozeh, Hossein Heidari Tabrizi, Azizeh Chalak & Jeroen van de Weijer
2020. Using short stories vs. video clips to improve upper intermediate EFL students’ sociopragmatic knowledge: Speech acts in focus. Cogent Arts & Humanities 7:1 ► pp. 1778977 ff.
Tang, Xiaofei
2020. Task-based interactional sequences in different modalities. Applied Pragmatics 2:2 ► pp. 174 ff.
Bardovi‐Harlig, Kathleen
2019. Teaching of Pragmatics. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Bardovi‐Harlig, Kathleen
2024. Teaching of Pragmatics. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Brantley, Kate
2019. Pragmatics as a Unifying Element for Foreign Language Instruction in French Higher Education. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. 38 N°1
Zufferey, Sandrine, Jacques Moeschler & Anne Reboul
2019. Implicatures,
Youn, Soo Jung
2018. Second Language Pragmatics. In The Palgrave Handbook of Applied Linguistics Research Methodology, ► pp. 829 ff.
Youn, Soo Jung
2020. Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1 ► pp. 201 ff.
Youn, Soo Jung
2023. The use of discourse markers across pragmatic performance levels and task types. Language Teaching Research
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff.
This list is based on CrossRef data as of 7 november 2024. 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
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching