Table of contents
Acknowledgments
VII
Series editors’ preface
IX
Chapter 1.Task-based approaches to teaching and assessing pragmatics: An overview
1
Part I.Teaching pragmatics through tasks: The role of metapragmatic discussion
Chapter 2.Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learners
27
Chapter 3.Effects of task supported language teaching on learners’ use and knowledge of email request mitigators
55
Chapter 4.Task complexity effects on interaction during a collaborative persuasive writing task: A conversation-analytic perspective
83
Part II.Using tasks to elicit pragmatics language use
Chapter 5.Task modality effects on Spanish learners’ interlanguage pragmatic development
113
Chapter 6.Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role?
137
Chapter 7.Independently measuring cognitive complexity for task sequencing and interlanguage pragmatics development
159
Chapter 8.Pragmatics, tasks, and technology: A synergy
191
Part III.Task-based assessment of pragmatics
Chapter 9.Task design and validity evidence for assessment of L2 pragmatics in interaction
217
Chapter 10.The effects of task type and proficiency on discourse appropriacy in oral task performance
247
Chapter 11.Assessing functional adequacy of L2 performance in a task-based approach
265
Chapter 12.Pragmatics in task-based language assessment: Opportunities and challenges
287
Bionotes
305
Index
311
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