Pragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers' and scholars' perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL. This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy. Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.

Pragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers' and scholars' perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL. This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy. Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.

It is generally observed that the textbooks employed in the classrooms play a crucial role in the process of teaching and learning a second/foreign language. As a result, a number of studies have been carried out to evaluate English Language Teaching (ELT) materials. Trying to contribute to this growing body of literature, the present study was conducted to evaluate the eight most popular global textbooks which are taught in Iranian ELT institutes in terms of their task types according to Nunan's (1999) classification of the tasks.

This work reports on an empirical study to evaluate Pacesetter Series (Strange and Hall, 2005), an EFL course book series, in four levels of starter, elementary, pre-intermediate, and intermediate, being currently instructed at several language institutes in Iran. The purpose of this study was to determine the appropriateness of the series in the Iranian EFL context. Sixty four EFL teachers rated the series and descriptive statistics was employed to interpret the data.

This book reports on a study aimed at exploring the advantage of Dynamic Assessment as an instructional instrument over Non-dynamic (traditional) Assessment and Non-assessment approaches in the pragmatic production of EFL learners. The target speech acts of apology, complaint, and compliment were chosen for the study. Results of the study showed that there was a significant difference between the DA group and the other two groups of NDA and NA, which was due to the positive effects of Dynamic Assessment on learning these pragmatic features.

The interaction between the text and the reader is enhanced by using a technique called reading-logs that are some diary-like forms must be filled out by learners while reading the story. Using reading-logs can be a very efficient way of dealing with students' interactions with the text and is in fact the practical application of the reader-response theory. Reading -logs technique has a myriad of advantages as follows: 1- It creats an axiety -free environment for the learners where they can openly discuss their ideas about different topics. 2- Shy students join others pretty well, so this technique encourages all learners to take part in class discussions. 3- It refreshes students' minds and gives them the chance to remember things they thought they had forgotten. 4- The situation in class gives the learners a chance to make their friendly ties stronger and makes a more cordial atmosphere.

This book gives both language teachers and learners an opportunity to work with teaching and testing activities due to the fact that teaching and testing are closely related to each other. In fact, what makes students perform better in their grammar tests is their ability to use context as well as their grammatical knowledge in order to act more communicatively within their teaching curriculum, so the current book aims to determine whether the use of "cloze tests" is more effective than the "multiple-choice tests" in developing the EFL learners' knowledge of grammar, to provide some guidelines for curricula developers', to prepare some insights for both material preparation and test design, and to provide the EFL teachers with some insights to teaching as well as testing grammar.

English Reading for EFL Students is a textbook developed for non-native speakers of English.In this book motivating reading passages serve as springboards for reading skills development, idiomatic expressions and quotations, vocabulary building, grammatical analysis and practice, and thought-provoking discussions. Key features: Reading skill instruction, Provocative topics, Idiomatic expressions & quotations, Vocabulary logs& vocabulary building skills, and Grammar focus

Topic-based Listening & Speaking is a coursebook for intermediate to upper- intermediate levels and designed to promote the oral language skills of English language enthusiasts from all walks of life including academic and institutional circles. The book which is accompanied by an audio CD which is accessible by cliking on the following link (http: //sharif.edu/ alemi/LSM.html), capitalizes on a collection of audio clips extracted from high- profile TV networks through the mediation of various tasks designed in a hierarchy of three main sections (Previewing, Viewing and Postviewing). It aims to inspire and engage learners in genuine, context-embedded communication with topics that are of high interest, authenticity, and informativeness to learners of all tastes. Abundant pair and group work activities, vocabulary practices and discussion-provoking questions accompany the clips with due attention to both form and content. The clips have been selected from various genres and will expose learners to a valuable mother lode of language input coupled with tasks that will elicit learner output or production in the target language as well.

The use of games in the language classroom has been valued and appreciated in EFL/ESL contexts during the past decades. The teachers who believe in games argue that the students get so involved and excited that they may forget they are learning. "The games are a form of teaching which may be used in circumstances where ordinary approaches are not well tolerated; when attention is hard to get and harder to keep" (Nicolson and Williams, 1975, p.1).