Winner of the AAAL First Book Award 2017! This book outlines a
framework for teaching second language pragmatics grounded in
Vygotskian sociocultural psychology. The framework focuses on the
appropriation of sociopragmatic concepts as psychological tools
that mediate pragmalinguistic choices. Using multiple sources of
metalinguistic and performance data collected during a six-week
pedagogical enrichment program involving one-on-one tutoring
sessions, the volume explores both theoretical and practical issues
relevant to teaching second language pragmatics from a Vygotskian
perspective. The book represents an important contribution to
second language instructional pragmatics research as well as to
second language sociocultural psychology scholarship. It will be of
interest to all those researching in this field and to language
teachers who will find the pedagogical recommendations useful.
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