Pragmatic competence plays a key role in the era of globalization
where communication across cultural boundaries is an everyday
phenomenon. The ability to use language in a socially appropriate
manner is critical, as lack of it may lead to cross-cultural
miscommunication or cultural stereotyping. This book describes
second language learners' development of pragmatic competence. It
proposes an original theoretical framework combining a pragmatics
and psycholinguistics approach, and uses a variety of research
instruments, both quantitative and qualitative, to describe
pragmatic development over one year. Situated in a bilingual
university in Japan, the study reveals patterns of change across
different pragmatic abilities among Japanese learners of English.
The book offers implications for SLA theories, the teaching and
assessment of pragmatic competence, and intercultural
communication.
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