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A grammar of L2 pragmatics: Issues in learning and teaching
|Title:||A grammar of L2 pragmatics: Issues in learning and teaching|
|Authors:||Koike, Dale A.|
|Date Issued:||01 Jan 2008|
|Publisher:||Heinle Cengage Learning|
|Citation:||Koike, Dale A. (2008). A grammar of L2 pragmatics: Issues in learning and teaching. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 35-52. http://hdl.handle.net/102015/69656|
|Abstract:||A grammar represents knowledge of given linguistic forms and rules for their|
use.This chapter addresses a broad conceptualization of a grammar of second language (L2) pragmatics and issues for teaching and learning.Three aspects of a grammar of L2 pragmatics are discussed in the chapter. First, a focus on the larger communicative goals of pragmatic instruction—not simply on a set of speech acts but aiming for overall successful interaction between learners and native speakers—requires an articulation between speech act knowledge and face-to-face conversation.This articulation in turn, entails a degree of target language expectations of how coherent and cohesive talk should flow. Second, the chapter addresses the kinds of knowledge—grammatical, pragmatic, and sociocultural— that are required to communicate successfully.Third, it explores the
knowledge of the linguistic variation inherent in speech communities, such as registers and other contextual factors like gender and social dynamics.These three issues are discussed considering the relevant research in the respective
areas.The chapter concludes with suggestions for a usage-based, contextualized approach to an L2 grammar of pragmatics.
|Appears in Collections:||
2008 CONCEPTIONS OF L2 GRAMMAR: THEORETICAL APPROACHES AND THEIR APPLICATION IN THE L2 CLASSROOM|
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