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The book focuses on investigating pragmatic learning, teaching and
testing in foreign language contexts. The volume brings together
research that investigates these three areas in different formal
language learning settings. The number and variety of languages
involved both as the first language (e.g. English, Finnish,
Iranian, Spanish, Japanese) as well as the target foreign language
(e.g. English, French, German, Indonesian, Korean, Spanish) makes
the volume specially attractive for language educators in different
sociocultural foreign language contexts. Additionally, the
different approaches adopted by the researchers participating in
this volume, such as information processing, sociocultural,
language socialization, computer-mediated or conversation analysis
should be of interest to graduate students and researchers working
in the area of second language acquisition.
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.
The book focuses on investigating pragmatic learning, teaching and
testing in foreign language contexts. The volume brings together
research that investigates these three areas in different formal
language learning settings. The number and variety of languages
involved both as the first language (e.g. English, Finnish,
Iranian, Spanish, Japanese) as well as the target foreign language
(e.g. English, French, German, Indonesian, Korean, Spanish) makes
the volume specially attractive for language educators in different
sociocultural foreign language contexts. Additionally, the
different approaches adopted by the researchers participating in
this volume, such as information processing, sociocultural,
language socialization, computer-mediated or conversation analysis
should be of interest to graduate students and researchers working
in the area of second language acquisition.
Eva Alcon Soler Maria Pilar Safont Jorda Universitat Jaume I, Spain
The main purpose of the present book is to broaden the scope of
research on the development of intercultural communicative
competence. Bearing this purpose in mind, English learners are
considered as intercultural speakers who share their interest for
engaging in real life communication. According to Byram and Fleming
(1998), the intercultural speaker is someone with knowledge of one
or more cultures and social identities, and who enjoys discovering
and maintaining relationships with people from other cultural
backgrounds, although s/he has not been formally trained for that
purpose. Besides, possessing knowledge of at least two cultures is
the case of many learners in bilingual or multilingual communities.
In these contexts, the objective of language learning should then
focus on developing intercultural competence, which in turn may
involve promoting language diversity while encouraging English as
both a means and an end of instruction (see Alcon, this volume).
This is the idea underlying the volume, which further sustains
Kramsch's argument (1998) against the native/ non-native dichotomy.
Following that author, we also believe that in a multilingual world
where learners may belong to more than one speech community, their
main goal is not to become a native speaker of English, but to use
this language as a tool for interaction among many other languages
and cultures."
Eva Alcon Soler Maria Pilar Safont Jorda Universitat Jaume I, Spain
The main purpose of the present book is to broaden the scope of
research on the development of intercultural communicative
competence. Bearing this purpose in mind, English learners are
considered as intercultural speakers who share their interest for
engaging in real life communication. According to Byram and Fleming
(1998), the intercultural speaker is someone with knowledge of one
or more cultures and social identities, and who enjoys discovering
and maintaining relationships with people from other cultural
backgrounds, although s/he has not been formally trained for that
purpose. Besides, possessing knowledge of at least two cultures is
the case of many learners in bilingual or multilingual communities.
In these contexts, the objective of language learning should then
focus on developing intercultural competence, which in turn may
involve promoting language diversity while encouraging English as
both a means and an end of instruction (see Alcon, this volume).
This is the idea underlying the volume, which further sustains
Kramsch's argument (1998) against the native/ non-native dichotomy.
Following that author, we also believe that in a multilingual world
where learners may belong to more than one speech community, their
main goal is not to become a native speaker of English, but to use
this language as a tool for interaction among many other languages
and cultures."
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