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OverviewFull Product DetailsAuthor: Joshua Alexander KiddPublisher: Channel View Publications Ltd Imprint: Multilingual Matters Volume: 46 Dimensions: Width: 14.80cm , Height: 2.40cm , Length: 21.00cm Weight: 0.572kg ISBN: 9781783094998ISBN 10: 1783094990 Pages: 352 Publication Date: 03 March 2016 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsForeword Research Origins Part 1 Chapter 1: The Research Chapter 2: English Education in Japan Chapter 3: Pragmatics Chapter 4: Face/Identity and Politeness Theory Part 2 Chapter 5: Methodology and Data Collection Part 3 Chapter 6: Results Chapter 7: Face and Student Collaboration Chapter 8: Alignment to Japanese Identities Chapter 9: Teacher Use of L1 Japanese Chapter 10: The Right to Silence: Silence As An Act Of Identity Part 4 Chapter 11: Professional Development Conclusions and Implications ReferencesReviewsKidd sensitively and insightfully highlights peak areas of mis-communication in classrooms stemming from emerging identities. He then constructively and proactively proposes detailed professional development to help teachers become more aware of cross-cultural pragmatics. Kidd's book will help teachers critically evaluate existing practices, provoking both reflection in action and on action. Tim Murphey, Kanda University of International Studies, Japan This timely book offers a theoretically engaging, deeply insightful and richly illustrated argument for the need in second language teaching and learning, teacher education and research, to (re)consider the construction of student identities as revealed through the pragmatics of face. It highlights the ways in which the students and their teacher interpret in diverse ways what it is that is going on and who it is that learners can be in classroom interaction, with consequences for the negotiation of face and the construction of identities. Angela Scarino, University of South Australia, Australia Kidd sensitively and insightfully highlights peak areas of mis-communication in classrooms stemming from emerging identities. He then constructively and proactively proposes detailed professional development to help teachers become more aware of cross-cultural pragmatics. Kidd's book will help teachers critically evaluate existing practices, provoking both reflection in action and on action. Tim Murphey, Kanda University of International Studies, Japan Author InformationAuthor Website: http://www.kiddinter.com/Joshua Alexander Kidd has been involved extensively in teaching, curriculum development and education research in Japan for over 20 years. He holds a PhD in Linguistics from Macquarie University, Australia. His research interests include social pragmatics, discourse analysis, face, identity and politeness theory. As a teacher he focuses on promoting language acquisition while fostering cultural awareness, interest, respect and tolerance. Tab Content 6Author Website: http://www.kiddinter.com/Countries AvailableAll regions |
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