Alcón Soler, Eva (ed.)
Learning How to Request in an Instructed Language Learning Context
Year of Publication: 2008
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2008. 260 pp.
ISBN 978-3-03911-601-0 pb. (Softcover)
Weight: 0.370 kg, 0.816 lbs
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Interlanguage Pragmatics (ILP) is a field of growing interest. Focussing on the speech act of requesting, the volume provides information about opportunities for pragmatic learning and how pragmatics can be integrated into instructional foreign language learning contexts. In addition, the research reported here provides methodological insights for those interested in investigating ILP from a second language acquisition perspective. The reader will also encounter some research issues worth examining in relation to pragmatic language learning.
Topics include the use of assessment instruments in measuring learners’ perception and production of different pragmatic issues, the long-term effects of instruction, and the effectiveness of different teaching approaches.
Contents: Eva Alcón Soler: Introduction – Eva Alcón Soler: Pragmatics in Instructed Language Learning Contexts – Maria Pilar Safont Jordà: The Speech Act of Requesting – Esther Usó-Juan: A Pragmatic-focused Evaluation of Requests and their Modification Devices in Textbook Conversations – Mari Carmen Campoy Cubillo: Requests in Spoken Corpora: Some Implications for Corpus as Input Source in the Classroom – Ana Fernández-Guerra: Requests in TV Series and in Naturally Occurring Discourse: A Comparison – Elina Vilar Beltrán: The Use of Mitigation in Role-play Activities: A Comparison Between Native and Nonnative Speakers of English – Patricia Salazar Campillo: Task Analysis on Mitigation in the Speech Act of Requesting: Discourse Completion Task and Role-play – Otilia Martí Arnándiz: Grammatical and Pragmatic Competence in EFL Contexts: Do they Really Go Hand in Hand? – Alicia Martínez-Flor: The Effect of an Inductive-deductive Teaching Approach to Develop Learners’ Use of Request Modifiers in the EFL Classroom – Victòria Codina Espurz: The Immediate vs. Delayed Effect of Instruction on Mitigators in Relation to the Learner’s Language Proficiency in English.
About the author(s)/editor(s)
The Editor: Eva Alcón Soler, senior lecturer at the University Jaume I, Spain, has been working on discourse and language learning since 1993. Her research focuses on interlanguage pragmatics, lingua franca communication, interaction and second language acquisition. Her publications include Intercultural language use and language learning (with M. Pilar Safont), Investigating pragmatic learning, teaching and testing in foreign language contexts (with Alicia Martínez Flor). She was guest editor of several special journal issues.
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