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Publications (83)
In this entry, the term (intercultural) pragmatic failure is defined and illustrated along with commonly-accepted and interrelated notions of pragmalinguistic and sociopragmatic failure. A potential cause of pragmatic failure is negative pragmatic transfer (or more precisely termed as cross-linguistic influence). Among a large body of research on t...
In the acquisition of pragmatic competence, technology-mediated telecollaboration can be a crucial advantage as learners can be socialized into the pragmatic strategies of expert language users in a dynamic interactive context. This chapter focuses on the pragmatic development of three foreign language learners of Japanese over 16-21 months as they...
CARLA’s summer institute online (asynchronous) Jun 24-Jul 12, 2024 for teaching pragmatics with sensitivity to learners’ identities, cultures, and multilingualism.
Asynchronous and vibrant interactions with a diverse group of teachers, researchers, and teacher educators discussing, connecting, and reflecting together!
https://carla.umn.edu/instit...
: In order to ensure safety, international aviation radio communication is conducted in a restricted language, based on English but with significant constraints and specific characteristics. Deviations from standard phraseology are tolerated to a certain extent and are to be expected in non-routine situations where no exact phraseology has been def...
To support multilingual speakers in drawing on their hybrid resources effectively, language teachers must embrace their own translingual practices and become critically aware of their multiple identities (Zheng, 2017). Teachers of second language (L2) pragmatics can do this by enhancing their metapragmatic awareness (McConachy, 2018). In this chapt...
Under the influence of identity scholarship in applied linguistics, investigations of the role of identity in L2 pragmatics have been underway since the mid-1990s. Most prominent is the poststructuralist orientation, which views identity as dynamic, fluid, complex, and multifaceted, sometimes even contradictory, and discursively constructed under t...
An understanding of sociocultural context is crucial in second language learning-yet developing this awareness often poses a real challenge to the typical language learner. This book is a language teachers' guide that focuses on how to teach socially and culturally preferred language for effective intercultural communication. Moving beyond a purely...
In order to promote the non-essentialist teaching of pragmatics and intercultural communication, the understanding of linguacultural diversity and agentic pragmatic use becomes a pivotal concern in L2 teacher development especially in the context of today’s globalization. Even language educators may be prone to inadvertently stereotype cultures or...
This study explores the pragmatics of aviation English (AE) as a lingua franca in radiotelephony (R/T) communications primarily between aviators and air traffic controllers worldwide. AE is a crosslinguistic register used by aviation professionals who do not necessarily share their first languages and cultures. Accordingly, mutual intelligibility i...
Full text available until July 10, 2021:
https://authors.elsevier.com/a/1d6La1L-nhLylX
Aviation English (AE) used for radiotelephony (R/T) communications is a highly restricted English mandated to maximize accuracy, conciseness, and clarity, thus contributing to air safety. While specific phraseology is commonly used with prescribed syntax and di...
Asynchronous 3-week online summer institute - a few more seats available until the final deadline of June 4!
Recent groups of participants included a great mix of researchers and teachers from US, Japan, Brazil, the Philippines, Spain, Taiwan, Kenya, Algeria, Australia, and more. Online forums are always very active with lots of discussion on lin...
Learners often choose to socialize into local or imagined community practices by aligning with the pragmatic norms of the target language. However, they are known to sometimes elect to depart from what they perceive as typical target-community behavior. This phenomenon of pragmatic resistance underscores the centrality of subjectivity in pragmatic...
Online course this year!!! Registration open until July 8th with no late fees.
With the social turn in applied linguistics, research on identity, investment, and agency has been recognized as contributing vital insights to second language acquisition (SLA) (Block, 2007). This line of research views the L2 user as a social agent shaping and being shaped by the sociocultural structure, rather than a deficient language learner s...
Primary School English Teachers Education in Italy: a Blended Approach
In the acquisition of pragmatic competence, technology-mediated telecollaboration can be a crucial advantage as learners can be socialized into the pragmatic strategies of expert language users in a dynamic interactive context. This chapter focuses on the pragmatic development of three foreign language learners of Japanese over 16-21 months as they...
In step with advancing globalization, applied linguists are compelled to reconsider established assumptions about language use and learning (Kramsch, 2014). Focusing on English as a lingua franca (ELF), this chapter illustrates how realities of globalization have challenged our conventional ways of researching and teaching second language (L2) prag...
In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practic...
In this paper, teachers and researchers collaborate to investigate the role of translingual practice in the agency construction of two assistant language teachers in the Japan Exchange and Teaching Program. Through analysis using jointly-constructed narratives emerging from life-history interviews, we focus on how these teachers discursively negoti...
In a world of globalized communication and conflicts, it is critical for future generations in Japan to learn to build connections constructively and maintain respectful communities in English. Accordingly, elementary instruction was implemented whereby peace education content was integrated with the language of empathy from a peace linguistics per...
Through narrative inquiry into life history interviews, this presentation explores the ways in which teachers’ intercultural experiences and socialization shape their identities. We will also discuss how their experience of inclusion/exclusion translated into their pedagogical content knowledge and consider implications for teacher education.
Pragmatics deals with how language is used in context, covering a wide range of themes such as speech acts, conversational implicature, entailment, reference, inference, deixis, presupposition, relevance, politeness, hints, talk in interaction, conversation management, discourse markers, fillers, back-channelling and the like. In essence, pragmatic...
Accessible from: https://app.box.com/s/p5ri9f7gvmqbjfe75sru5a6268gzciz2
There has been an upsurge of interest in teaching second/foreign language (L2) pragmatics in recent years, but much of this effort has been targeted at adult learners. This article introduces small-scale informal instruction exploring the pragmatic development of 9-year-olds in Tokyo, facilitated through dialogic in- tervention on pragmatics using...
In this chapter, the potential utility and limitations of teacher-based assessment are explored in the Japanese-as-a-foreign-language classroom context. Teacher-based assessment constitutes “a more teacher-mediated, contextbased, classroom-embedded assessment practice,” which is situated in opposition to traditional formal assessment that is often...
Being a prolific researcher and an exceptionally extroverted individual, Andrew D. Cohen (born March 14, 1944) is known as a researcher in applied linguistics, teacher and educator in second/foreign language learning and teaching, learner of11 languages (Aymara, Quechua, German, Italian, and Latin, with working knowledge of Spanish, French, Hebrew,...
While narratives can be useful in teaching English as an international language (EIL) pragmatics, personal anecdotes carry the risk of stereotyping cultures or characterizing them as monolithic or static, rather than diverse, dynamic, and multidimensional. Overgeneralizing discursive practices in other cultures can lead to the negative evaluation o...
Pragmatics deals with meaning in context that is the meaning conveyed often indirectly beyond what is literally communicated. Ever since Hymes (1972, Sociolinguistics: Selected readings, Penguin, Harmondsworth, England, 269–93) highlighted the importance of socially appropriate language use, ability to use language in context has been identified as...
This chapter focuses on the speech acts of giving and responding to compliments, including its multiple functions and discourses that expand beyond single-statement compliments. First, specific linguistic realisations of these speech acts are summarised, in addition to a discussion of cross-linguistic differences in pragmatic norms. Interlanguage p...
In most classrooms that teach second/foreign language (L2) pragmatics, the native-speaker model is presented as the target with the assumption that it is the optimal model for learners and that learners willingly conform to native-speaker norms. In fact, several studies have reported learners' sense of resistance to what they perceive as native spe...
Despite the growing interest in teaching second language (L2) pragmatics, the issue of assessment of learners' pragmatic skills, particularly in the context of the classroom, seems to be less prominently discussed, even though the assessment is an integral part of the instruction. This qualitative case study aims to demonstrate an operationalizatio...
Pragmatic ability has been recognised as an essential component of communicative competence (Canale & Swain, 1980; Hymes, 1972). However, it has been largely neglected in today's second/foreign language (L2) instruction and teacher education; few curricular attempts for teaching pragmatics have been made. This paper describes a web-based pragmatics...
Appendices: leaves 206-214. Thesis (Ph. D.)--University of Minnesota, 2006. Major: Education, curriculum & instruction. Includes bibliographical reference (leaves 183-205)
Research on second/foreign language teacher impressions, reflections, and beliefs continues to illuminate various facets of language teacher knowledge and practice, but it has only recently begun to question the relationship between these teacher characteristics and actual classroom discourse. This collaborative case study undertaken by a discourse...
Although grammar has long established its position in ESL curricula, discrepancies between forms used in actual speech and their prescribed counterparts are problematic. ESL textbooks sometimes fail to reflect authentic grammar use, thus raising questions as to how nonstandard usages should be treated in the classroom. This paper describes native E...
This paper introduces instructional techniques on the speech act of giving and responding to compliments for intermediate learners in a second language context in the U.S. The instruction utilized relevant research literature and included awareness-raising activities where learners compared their L1 complimenting behavior. The instruction also faci...
While some recent pioneering work (e.g., Eslami-‐Rasekh, 2005; Eslami & Eslami-‐Rasekh, 2008; Yates & Wiggglesworth, 2005) has begun to investigate the effects of instructional pragmatics in teacher education, little has been explored in depth as to the way in which teacher cognition develops in the classroom discourse of language teacher develop...
