New directions in Instructional Pragmatics Research
Summary
Excerpt
Table Of Contents
- Cover
- Halftitle Page
- Title Page
- Copyright Page
- Table of Contents
- Acknowledgements
- Dedication
- New Directions in Instructional Pragmatics Research: An Introduction
- Section I: Pragmatics at School Level
- Teaching Request-Making in the Primary English Language Classroom: A Sociocultural Pedagogical Model with Picturebooks
- Integrating Pragmatic Expressions in Young Learners’ Classrooms: A Task-Based Proposal for Pre-Service Teachers
- Pragmatic Outcomes in English: The Role of Socioeconomic Status and CLIL
- Section II: Pragmatics at Tertiary Level
- Teaching Intercultural Competence Through Conflict Mediation Training
- How Do Advanced EFL Learners Apply Refusal Strategies? Monitoring Refusal Production and Perceptions of Pragmatic Instruction
- Learners’ Deliberations in Collaborative Writing: Text Quality and L1s Usage
- Section III: Cyber Pragmatics
- Directives in ELF Peer Feedback
- The Pragmatics of Email Communication: A Synthesis
- Appraisal of (Im)Politeness in Student-Professor Email Communication
- Section IV: Multilingual Pragmatics
- From Interlanguage to Multilingual Pragmatics: The Case of the Valencian Instructional Context
- Exploring Relationships Between Digital Media Contact, Language Attitudes, and Socio-Pragmatic Awareness in Multilingual Adolescents
- Multilingual Pragmatic Instruction in a Primary School Context: The Synergies Among Languages
- Notes on Contributors
Table of Contents
Irene Guzmán-Alcón and Richard Nightingale
New Directions in Instructional Pragmatics Research: An Introduction
Section I Pragmatics at School Level
Otilia Martí
Sofía Martín-Laguna
Irene Guzmán-Alcón
Pragmatic Outcomes in English: The Role of Socioeconomic Status and CLIL
Section II Pragmatics at Tertiary Level
Naoko Taguchi
Teaching Intercultural Competence Through Conflict Mediation Training
Esther Usó-Juan and Alicia Martínez-Flor
Ignacio Martinez-Buffa
Learners’ Deliberations in Collaborative Writing: Text Quality and L1s Usage
Ilka Flöck, Onur Çiçek and Anne Barron
Directives in ELF Peer Feedback
Marta González-Lloret
The Pragmatics of Email Communication: A Synthesis
Victòria Codina-Espurz and Patricia Salazar-Campillo
Appraisal of (Im)Politeness in Student-Professor Email Communication
Section IV Multilingual Pragmatics
Pilar Safont
From Interlanguage to Multilingual Pragmatics: The Case of the Valencian Instructional Context
Richard Nightingale
Gema Gayete and Laura Portolés
Multilingual Pragmatic Instruction in a Primary School Context: The Synergies Among Languages
Acknowledgements
First and foremost, we would like to thank all members of the LAELA (Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa) research group at Universitat Jaume I for their involvement in this project. We are also grateful to the reviewers of preliminary versions of some chapters for their comments and thoughtful suggestions. Special thanks to Dr. Eva Alcón Soler to whom we dedicate this book.
We also like to acknowledge that this book has been conducted within the framework of the research project PID2020-117959GB-I00 funded by MCIN/AEI/10.13039/501100011033. Additional funding has been granted by Projectes d’Innovació Educativa de la Unitat de Suport Educatiu from Universitat Jaume I (51020/24).
Dedication
It is with great pleasure that we have edited this book, New Directions in Instructional Pragmatics Research, in honour of Dr. Eva Alcón Soler. Eva’s contributions to applied linguistics, particularly in the fields of second and third language acquisition, pragmatics, and multilingual education, have been both pioneering and transformative. Her work has shaped the landscape of language teaching and learning, not only in Spain but also internationally. All contributors to this book have known Eva Alcón for a long time. It was Eva who introduced pragmatics to most of us. Her passion for pragmatics and for teaching and learning pragmatics has inspired us and set us on our respective paths, and it continues to guide us each day.
Eva Alcón Soler is currently the Rector of the Universitat Jaume I in Castelló and serves as a Full Professor of English Philology. Since June 2023, she has held the position of President of the Conference of Spanish Rectors (CRUE). Her academic journey began with a degree in English Philology from the University of Valencia, where she also obtained her Ph.D. Since 1993, she has occupied various managerial positions at the Universitat Jaume I: Director of the English Philology degree (1999–2001); Vice-rector of academic and student orientation (2001–2006); and Vice-rector of international relations (2006–2010). Eva has been a key figure at Universitat Jaume I, contributing to its growth as a centre of excellence in research and education.
Eva has authored and co-authored more than 80 scholarly publications, including impactful works such as Pragmatics in Instructed Language Learning (System, 2005) and Investigating Pragmatics in Foreign Language Learning, Teaching and Testing (Multilingual Matters, 2008). Her studies have provided invaluable insights on the impact of instruction on pragmatic learning. In addition, work such as Development of Discourse-pragmatic Markers in a Multilingual Classroom: A Mixed-method Research Approach (System, 2018), Pragmatic Gains In The Study Abroad Context: Learners’ Experiences And Recognition of Pragmatic Routines (Journal of Pragmatics, 2019), and Investigating Pragmatic Development In Study Abroad Contexts (John Benjamins, 2023) have provided invaluable insight into how learners acquire pragmatic skills, whether through study abroad programs or within multilingual classrooms. These contributions have advanced our understanding of pragmatic routines, discourse markers, and the influence of instruction on pragmatic learning.
Eva Alcón Soler’s scholarly influence extends beyond her publications. She founded the Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa (LAELA) research group in 1999, which she led until 2018. Under her guidance, LAELA became a prominent research group, exploring the interface between language instruction and pragmatic development. The members of LAELA, alongside other close academic colleagues of Eva, have contributed to this volume, reflecting the collaborative spirit that she has always fostered. Many of the chapters in this book are the result of academic partnerships with those who have shared Eva’s vision of pragmatics and multilingual education.
Her contributions to the field of pragmatics and language education have been recognized at numerous international and national conferences. Eva has been an active participant and keynote speaker in prestigious forums, such as Pragmatics and Language Learning (PLL), Georgetown University Round Table (GURT) or Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) where she presented on topics like intercultural awareness in study abroad contexts and the integration of pragmatic instruction in foreign and multilingual contexts. Her work on pragmatic development during study abroad, such as her study on Spanish teenagers’ request strategies published in the Annual Review of Applied Linguistics (2017), has provided a deeper understanding of how extended exposure to target languages shapes learners’ pragmatic competence.
Eva’s expertise has also been shared in Asociación Española de Lingüística Aplicada (AESLA), at the Association of Applied Linguistics (AILA) or the American Association of Applied Linguistics (AAAL), where she has consistently presented innovative research on the pragmatic dimensions of language learning. Her presentations reflect her ability to blend theory and practice, offering insights that resonate with both researchers and language educators. In addition, she not only is a member of the Consultation Board of the International Association for Teaching Pragmatics (ITAP) but she has also been an advisor for the following journals: Language Learning, A Journal of Research in Language Studies, Studies in Second Language Acquisition, Intercultural Pragmatics, Language and Intercultural Communication, Language and Awareness, Issues in Applied Linguistics, and International Journal of Multilingualism.
Her international reputation as a scholar is further reflected in her extensive experience as a visiting professor at institutions such as Birkbeck University (London), Macquarie University (Australia), the University of California (Los Angeles) and Trinity College (Dublin). These experiences have enriched her research with diverse perspectives, allowing her to engage with scholars and educators around the world. Eva’s collaborative spirit has also been evident in her co-authored studies on pragmatics and multilingualism such as: Intercultural Language Use and Language Learning (Springer, 2007), Teachability of Request Act Peripheral Modifications Devices In Third Language Learning Content (John Benjamins, 2012), and Discourse And Language Learning Across L2 Instructional Settings (Brill, 2012).
Beyond her scholarly achievements, Eva Alcón Soler is known for her dedication to public service and her belief in the transformative power of education. Her role as a regional representative in les Corts Valencianes and her leadership in higher education reflect her unwavering commitment to social progress. She has consistently advocated for policies that promote equality, inclusivity, and academic excellence, making a lasting impact on the education system. As the president of the Conference of Spanish Rectors (CRUE), she has worked tirelessly to advance the position of Spanish universities in the global academic community, fostering greater collaboration and innovation.
This volume is a tribute to Eva Alcón Soler. It gathers contributions that reflect her wide-ranging impact on the field of language acquisition, with a special focus on the instructional dimensions of pragmatics and multilingualism. We hope this volume honours Eva’s lifelong dedication to advancing the study of language acquisition and provides inspiration for future scholarship in this ever-evolving field. This book not only serves as a recognition of Eva’s contributions to applied linguistics but also inspires future research in the field. Her passion for exploring the complexities of language acquisition and her commitment to fostering an inclusive, research-driven approach to language education have set a standard for excellence that will continue to guide the next generation of scholars.
LAELA Research Group
References
Alcón-Soler, Eva & Martínez-Flor, Alicia. 2005. Pragmatics in instructed language learning. System, 33/3, 381–546.
Alcón-Soler, Eva & Martínez-Flor, Alicia (eds). 2008. Investigating pragmatics in foreign language learning, teaching and testing. Bristol, Blue Ridge Summit: Multilingual Matters.
Alcón-Soler, Eva & Safont, Pilar (eds). 2007. Intercultural language use and language learning. Dordrecht: Springer.
Alcón-Soler, Eva & Safont, Pilar (eds). 2012. Discourse and language learning across L2 instructional settings. Leiden: Brill.
Alcón-Soler, Eva. 2017. Pragmatic development during study abroad: An analysis of Spanish teenagers’ request strategies in English emails. Annual Review of Applied Linguistics, 37, 77–92. <https://doi.org/10.1017/S0267190517000125>
Benjamins, John. 2012. Teachability of request act peripheral modification devices in third language learning content. In Maria Economidou-Kogetsidis & Helen Woodfield (eds) Interlanguage request modification. Amsterdam: John Benjamins, 275–314.
Martín-Laguna, Sofía & Alcón-Soler, Eva. 2018. Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach. System, 75, 68–79.
Nightingale, Richard & Alcón-Soler, Eva. 2023. Investigating pragmatic development in study abroad contexts. In Carmen Pérez-Vidal & Cristina Sanz (eds) Methods in study abroad research: Past, present, and future. Amsterdam: John Benjamins, 265–289.
Sánchez-Hernández, Ariadna & Alcón-Soler, Eva. 2019. Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 54–71. <https://doi.org/10.1016/j.pragma.2019.01.017>.
Irene Guzmán-Alcón and Richard Nightingale
New Directions in Instructional Pragmatics Research: An Introduction
As a discipline, pragmatics is concerned with the ways in which language is appropriately used within specific social and situational contexts, examining how speakers tailor their communicative choices based on situational demands and social norms (Taguchi, 2015, 2019; Alcón-Soler & Safont, 2018; Edmondson et al., 2023; Martí & Guzmán-Alcón, 2024). This foundational focus has shaped L2 pragmatics research, which, for decades, has aimed to cultivate learners’ pragmatic skills primarily through traditional instructional settings such as classrooms and immersion experiences abroad. Within these contexts, the challenge has been to develop learners’ pragmatic awareness and competence through both formal instruction and real-world applications, ensuring that they are equipped to manage culturally and contextually appropriate language use (Alcón-Soler & Martínez-Flor, 2008; Gesuato & Cheng 2015).
Building on these foundational efforts, L2/Interlanguage Pragmatics has emerged as a key area, addressing the complex journey that non-native speakers face as they develop pragmatic competence within their unique interlanguage. In L2/Interlanguage Pragmatics, learners blend the norms and conventions of both their native and target languages, creating an “interlanguage” space where pragmatic competence is actively negotiated and refined. This area of research investigates how L2 learners build both pragmalinguistic and sociopragmatic knowledge, often through the support of explicit instructional methods, feedback, and modelling within the classroom (Kasper & Rose, 2002; Taguchi, 2019).
Special attention has been given to instructional pragmatics, which has evolved to address the need for structured and explicit teaching of pragmatic skills, complementing L2/Interlanguage Pragmatics by embedding pragmatic instruction within curricula. Rather than relying solely on incidental learning, instructional pragmatics focuses on systematically developing learners’ ability to manage communicative tasks (such as making requests, offering advice, or handling disagreements within the classroom). This area of research has gained prominence as it enables learners to practice real-world scenarios, preparing them for intercultural exchanges, by fostering awareness and adaptability (Bardovi-Harlig, 2018; Alcón-Soler, 2018; Ishihara & Cohen, 2021).
While the research mentioned above has centred on second language learners (Taguchi, 2012), foreign language learners (Alcón-Soler & Martínez-Flor, 2008), and learners during a study abroad period (Barron, 2019, 2020; Alcón-Soler, 2017; Alcón-Soler & Sánchez-Hernández, 2019; Sánchez-Hernández & Alcón-Soler, 2019; also see Nightingale & Alcón-Soler, 2023, for a recent methodological overview), the advent of globalization and the pervasive influence of technology has dramatically expanded the scope of pragmatics research. For example, increasing intercultural interactions challenge learners to navigate cross-cultural contexts where implicit norms and values may diverge from familiar frameworks, intensifying the need for flexible, interculturally sensitive pragmatic skills (Alcón-Soler, 2015a; Taguchi, 2014, 2019, 2022). Additionally, digital communication gives rise to new pragmatic concerns, as virtual environments offer unique speech communities, unbound from spatiotemporal restrictions, that adhere to real-life pragmatic conventions to a greater or lesser extent. On these platforms, for instance, learners must be able to interpret message tone without physical cues, manage formality and (im)politeness within instant and asynchronous messaging, and even learn to manipulate the nexus between language and medium in order to best achieve their interactional goals (Alcón-Soler, 2017; Nightingale & Safont, 2019; Codina-Espurz & Salazar-Campillo, 2019; Barón et al., 2024).
Furthermore, accounting for contemporary multilingualism (see Singleton & Aronin, 2019) necessitates new approaches to pragmatic competence. For example, in multilingual settings, learners are often required to navigate multiple linguistic frameworks while maintaining appropriate communicative behaviour. Multilingual proficiency not only involves language skills, but also the pragmatic adaptability to fluidly shift between languages, or translanguage. This understanding has led researchers to explore pragmatic development in multilingual settings and to consider how individuals leverage multiple linguistic resources to communicate effectively across varying cultural and linguistic spheres (Alcón-Soler, 2015b; Portolés, 2015; Safont & Portolés, 2016; Martín-Laguna & Alcón-Soler, 2018; Kecskes, 2019; Safont, 2005, 2013, 2022, 2023; Taguchi, 2022; Cenoz & Gorter, 2021; Leonet & Saragueta, 2023; Martín-Laguna, 2023; Guzmán-Alcón, 2023; Portolés & Gayete, 2024).
Details
- Pages
- 424
- ISBN (PDF)
- 9783034356848
- ISBN (ePUB)
- 9783034356855
- ISBN (Hardcover)
- 9783034350990
- DOI
- 10.3726/b22674
- Language
- English
- Publication date
- 2025 (July)
- Keywords
- Intercultural Communication Translanguaging Pragmatic Routines and Digital Communication in Language Learning Instructional Pragmatics Multilingual Pragmatics Pragmatic Competence Second Language Acquisition Language Education Cyberpragmatics Pragmatics in Education Task-Based Language Teaching
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- Lausanne, Berlin, Bruxelles, Chennai, New York, Oxford, 2025. 424 pp., 1 fig. col., 21 fig. b/w, 36 tables.
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