A01 cohe4573 01 se fm. Qxd

3 6 6
I N D E X
metapragmatic ability
assessment of
contextual factors 299–300
journal-writing task 299, 300–1
awareness-raising approach 39
Noticing Hypothesis 102–3, 120
teachers’ knowledge about 24
Michigan Corpus of Academic Spoken
English (MICASE) 175, 183– 4
search example 177–8, 179, 181
misunderstandings, cultural 14 –15, 16, 75,
76
modals 185
monitoring 228, 229, 234
motivation, for learning pragmatics 124,
320
multiple-choice format
linguistic forms, appropriateness of 213
online tools 249–50
questionnaires 296n11
speech-act production 277–8
multiple-rejoinder response 285
negative politeness 237
nonverbal communication 253
Noticing Hypothesis 100
awareness-raising approach 113
form-context relationship 101–2, 247–8
noticing and understanding 102–3, 124,
247–8
observation, of pragmatics-focused
instruction
awareness-raising exercises 124
interactive/output opportunities 124
L1 knowledge, as resource 124
learner proficiency levels 124
modifications needed 124
motivation, for learning pragmatics 124
noticing and understanding 124
objectives 124
pragmatic variation 124
online tools, for creating language 
exercises
classroom tools and wikis 262–3
cloze exercises 249
‘Form Mail’ exercises 249, 251–2
jumble-sentence exercises 249
learner independence 248–9
matching exercises 249, 250–1
mind-mapping exercises 249
multiple-choice exercises 249–50
ordering exercises 249
open-ended responses 285

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oral role-play (speech act production)
apology-specific strategies 271–2
elicitation process, and ‘bias for best’ 270
open-ended speech production 273– 4
out-of-class data 270
profuse apology 273
response ratings 271
sociocultural factors 271
tactful requests 273
overgeneralization, of pragmatic norms
81– 4
pause fillers 62, 64
peer assessment 292
performative verbs 61, 176–7
planning
lessons (see lesson planning)
metacognitive strategies 228, 229, 234
pragmalinguistic data
awareness-raising approach 113–14
data collection 43
divergence, potential causes of 87–8
pragmatic ability
acquisition of 75–6
communication, indirect 5–6, 16
communication channels 3–5
and grammatical ability
form-meaning-use approach 80–1
grammar-focused activities, inclusion
of 80–1
instruction/instructional materials, effect
of 84 –5
insufficient 77–8
and L1 5, 7
literal meaning, going beyond 5
meaning, co-construction of 5
negative transfer, of pragmatic norms
78–9
overgeneralization, of pragmatic norms
81– 4
See also assessment
pragmatic awareness see awareness-raising
approach
pragmatic choice see subjectivity, and L2
pragmatic norms
pragmatic tone 265, 269, 293, 295
pragmatic transfer 78–9
pragmatic variation 124
professional network, value of 321–2
proficiency levels 124
prying questions 94
qualifications, of teachers of pragmatics
22n2
receptive skills 266
assessment activity 312–15
learner resistance 86–8
sociopragmatic ability 295–7
subjectivity, and L2 pragmatic norms
119–20
recordings 52–3, 262
reflective practice
action research 30
collaborative 29–30
cross-cultural experiences, reflecting on
(activity) 193–7
exploratory practice (activity) 30, 33–6
Guide 34 –6
goal-setting 321
institutional support, need for 321
instructional strategies 22
narrative enquiry 30
professional network, value of 321–2
reflective prompts 32, 187–8, 320–1
See also beliefs, teachers’; knowledge,
teachers’; teachers’ response journal
refusals
adjuncts to 62
awareness-raising approach 172–3
cultural information about 218–19
data collection activity 241–2
discourse analytical perspective 173– 4
functions and strategies for 60–2
online matching exercises 249, 250–1
overgeneralization, of pragmatic norms
82– 4
simulation exercises
exercise 215–16
peer assessment 217–18
pre-programmed feedback 215
scaffolding questions 217
self-assessment chart 216–17
requests
academic discourse 151–2
assessment 136–9
context, and delivery of speech act
237–8
directness levels 66–7
language-context relationship 133,
134 –5, 136
language of 149
mitigators/upgraders 67–8
online multiple-choice exercises 249–50
request perspectives 69
request sentence, typical 67
sample material 139– 43
self-evaluation, of written discourse
137–8
I N D E X
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requests (continued )
self-revising, role-playing 137
speaker’s intention/listener’s
interpretation, analysis of
138
substrategies 69, 70
supportive moves 68–9
time 134
written request discourses, production of
135
research-based information
assessment 287–91, 301
curriculum writing 201, 202–3, 207–8,
222
instructional pragmatics viii–ix
textbook adaptation 145, 146, 150–6
See also instructional pragmatics
resistance 86–8
See also divergence; identity; subjectivity;
and L2 pragmatic norms
electronic, for teachers 187, 355–6
instructional, for pragmatics (activity)
143– 4
pedagogical 357, 359
technological 262–3
role plays
classroom exercises 115
data collection 37, 41, 43– 4
discourse completion tasks (DCTs)
39– 40, 43– 4, 180–1
See also oral role-play (speech act
production)
scaffolding 104–5, 217, 307–11
self-assessment 292
apologizing example 288–91
collaborative assessment 307–8
lesson plan design 191–2
linguistic control 308–10
pragmatic awareness 131–2
reflection, role of 306–7
teacher scaffolding in 307–11
self-guided learning (web-based) 203– 4,
211–13
semantic formulas 8n8
sentence completion format 278
sitcoms 247, 262
situational approach 208–13
social status (S) 42–3, 44, 45–6, 47
socialization theory
anthropology, influence of 110
communities, linguistic/cultural diversity
of 112
communities of practice 111