This book explores second language pragmatic development with a
specific focus on two areas: classroom-based pragmatic instruction
in the study abroad context, and using technology for developing
and assessing pragmatic competence. Teaching Pragmatics and
Instructed Second Language Learning directly compares the effects
of technology platforms and traditional paper-based tasks within
the second language environment for developing pragmatic
competence. These analyses are based on empirical research of how
undergraduate Chinese learners of English receive explicit
instruction in classrooms using different training materials. The
book makes an original and innovative contribution to collecting
oral speech act data in the form of computer-animated production
tasks (CAPT) designed to enhance learner engagement and
performance. Using this tool, it explores the beneficial role of
technology in teaching and learning, offering practitioners and
researchers practical ways to maximise second language pragmatic
development in the classroom.
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