A grammar of L2 pragmatics: Issues in learning and teaching

dc.contributor.author Koike, Dale A.
dc.date.accessioned 2020-12-14T23:13:10Z
dc.date.available 2020-12-14T23:13:10Z
dc.date.issued 2008-01-01
dc.description.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.
dc.identifier.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
dc.identifier.uri http://hdl.handle.net/10125/69656
dc.publisher Heinle Cengage Learning
dc.title A grammar of L2 pragmatics: Issues in learning and teaching
dc.type Article
dc.type.dcmi Text
prism.endingpage 52
prism.startingpage 35
prism.volume 2008
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