Task-Based Approaches to Teaching and Assessing Pragmatics (Task-Based Language Teaching)

Description

This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs. Acknowledgement vii Series editors’ preface x Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overview Naoko Taguchi and YouJin Kim 2–24 Part I. Teaching pragmatics through tasks 28–109 Chapter 2. Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learners Minkyung Kim, Hakyoon Lee and YouJin Kim 28–54 Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators Eva Alcón-Soler 56–81 Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task: A conversation analytic perspective Maria Pia Gomez-Laich and Naoko Taguchi 84–109 Part II. Using tasks to elicit pragmatics language use 114–214 Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development Derek Reagan and Caroline Payant 114–136 Chapter 6. Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role? Mayya Levkina 138–157 Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development Roger Gilabert and Júlia Barón Parés 160–190 Chapter 8. Pragmatics, tasks, and technology: A synergy Marta González-Lloret and Lourdes Ortega 192–214 Part III. Task-based assessment of pragmatics 218–304 Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction Soo Jung Youn 218–246 Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance Monika Ekiert, Sofia Lampropoulou, Andrea Révész and Eivind Torgersen 248–263 Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach Folkert Kuiken and Ineke Vedder 266–285 Chapter 12. Pragmatics in task-based language assessment: Opportunities and challenges Veronika Timpe-Laughlin 288–304 Bio notes 306–307 Index