Overview

This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present pedagogical approaches that bring teachers and learners together in action in the classroom setting. Written by an international team of experts, the volume examines the most relevant topics on instructional pragmatics in a variety of language contexts, including Brazil, China, Germany, Japan, Spain, the United States, and Vietnam. This global perspective represents a key contribution in the current increasingly multilingual and multicultural society. Taken together, the findings presented have diverse research and pedagogical implications, and provide new directions to explore L2 pragmatic competence. This innovative book will be a valuable resource for researchers and graduate students, as well as for language teachers and course developers.

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9789027213655

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To recapitulate, the volume extensively explores the role that teachers and learners play in teaching and learning pragmatics in L2 contexts, covering a wide range of topics as well as pedagogical approaches. The volume comprises inspirational and informative studies, which offers important theoretical and pedagogical implications for L2 pragmatics teaching and learning, as discussed above. It thus contributes substantially to the field of L2 pragmatics and is a valuable resource for researchers, teaching practitioners, and L2 learners in this field. It is highly recommended. -- Jun Ye & Hang Su, Sichuan International Studies University, in Journal of Pragmatics 216: 3-5 (2023)

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