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3 5 8
A P P E N D I X B
Eslami-Rasekh, Z. (2005) Raising the pragmatic awareness of language
learners. ELT Journal, 59(3), 199–208.
Félix-Brasdefer, J. C. (2006) Teaching the negotiation of multi-turn speech
acts: Using conversation-analytic tools to teach pragmatics in the FL
classroom. In K. Bardovi-Harlig, J. C. Félix-Brasdefer, and A. S. Omar
(eds), Pragmatics and language learning (Vol. 11, 167–97). Honolulu:
University of Hawai’i Press.
Fujioka, M. (2003) Raising pragmatic consciousness in the Japanese EFL
classroom. The Language Teacher, 27(5), 12–14.
Holmes, J., and Brown, D. F. (1987) Teachers and students learning about
compliments. TESOL Quarterly, 21(3), 523– 46.
Ishihara, N. (2007) Web-based curriculum for pragmatics instruction in
Japanese as a foreign language: An explicit awareness-raising approach.
Language Awareness, 16(1), 21–40.
Jiang, X. (2006) Suggestions: What should ESL students know? System,
34(1), 36–54.
Liddicoat, A. J., and Crozet, C. (2001) Acquiring French interactional norms
through instruction. In K. R. Rose and G. Kasper (eds), Pragmatics in
language teaching. Cambridge: Cambridge University Press, 125– 44.
Martínez-Flor, A., and Usó-Juan, E. (2006) A comprehensive pedagogical
framework to develop pragmatics in the foreign language classroom:
The 6R approach. Applied Language Learning, 16(2), 39–64.
Martínez-Flor, A., and Usó-Juan, E. (eds) (in preparation) Speech act
performance: Theoretical groundings and methodological innovations.
Meier, A. J. (1997) Teaching the universals of politeness. ELT Journal, 51(1),
21– 8.
Ohara, Y., Saft, S., and Crookes, G. (2001) Toward a feminist critical
pedagogy in a beginning Japanese-as-a-foreign-language class. 
Japanese Language and Literature, 35(2), 105–33.
Rose, K. R. (1994) Pragmatic consciousness-raising in an EFL context. 
In L. Bouton and Y. Kachru (eds), Pragmatics and language learning,
monograph series (Vol. 5, 52–63). Urbana, IL: Division of English as an
International Language, University of Illinois at Urbana-Champaign.
Rose, K. R. (1997) Pragmatics in teacher education for nonnative-speaking
teachers: A consciousness-raising approach. Language, Culture and
Curriculum, 10(2), 125–38.

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A P P E N D I X B
3 5 9
Rose, K. R. (1999) Teachers and students learning about requests in 
Hong Kong. In E. Hinkel (ed.), Culture in second language teaching 
and learning. Cambridge: Cambridge University Press, 167–80.
Tanaka, K. (1997) Developing pragmatic competence: A learners-as-
researchers approach. TESOL Journal, 6(3), 14 –18.
Tatsuki, D. (ed.) (2005) Pragmatics in language learning, theory, and practice.
Tokyo: The Japan Association for Language Teaching Pragmatics
Special Interest Group.
Sample chapters:
■
Fujioka, M. (2005) The speech act of suggesting as part of peer
response activities (pp. 166 –70).
■
Ishida, K. (2005) Why shift forms when addressing the same
person? Raising awareness about the pragmatic use of the 
Japanese plain and desu/masu forms (pp. 161–5).
■
Kakiuchi, Y. (2005) Language variation analysis (pp. 157–60).
■
McLean, T. (2005) “Why no tip?”: Student-generated DCTs in the
ESL classroom (pp. 150–6).
Tatsuki, D., and Houck, N. (eds) (in press) TESOL classroom practice series:
Pragmatics volume. Alexandria, VA: Teachers of English to Speakers of
Other Languages.
Sample chapters:
■
Akikawa, K., and Ishihara, N. (in press) “Please write a
recommendation letter”: Teaching to write e-mail requests to
faculty.
■
Archer, E. (in press) They made me an offer I couldn’t refuse:
Teaching refusal strategies for invitations.
Washburn, G. N. (2001) Using situational comedies for pragmatic language
teaching and learning. TESOL Journal, 10(4), 21–6.

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Index
academic discourse
communities of practice 111
requests in 151–2
accommodation theory see speech
accommodation theory
acquisition of language see language
acquisition, theories of
affective strategies 228
age, of learners 44, 235
agency, of individuals 108–9
apologies
appropriateness, standards for 264 –5
intensifiers 63, 65, 269
interjections 65
self-assessment 288–91
severity of 275–6
speech acts 8–12, 271–2
strategies for
apologizing 272
denial 65
explanation 64
expression, of apology 63
non-recurrence, offer of 64
repair, offer of 64
responsibility, acknowledgment of
63– 4
self-blame, explicit 65
self-deficiency, expression of 64
aptitude, learner 235
assessment
assessment tools, evaluating (activity)
315–17
authentic language, use of 287, 291
collaborative 138–9, 302–3, 307–8
contextual factors 267
evaluative rubrics (checklists) 292
feedback, for learners 287, 303– 4
formative, and instruction 295, 302–3
goals and intentions, of learners 287
assessment questions 302
feedback, individualized 303– 4
imaginary character, using 306
narrative format 303– 4
norms, and linguistic ability 302,
304 – 6
and instructional goals 264–5, 292
learners-as-researchers approach 299,
307
linguistic aspects, focus on
analytic scoring example 293– 4
assessment questions 292–3
holistic assessment 295
language dimensions 293
metapragmatic ability 299, 300–1
and motivation 320
peer assessment 292
pragmatic ability, challenge of measuring
265–6
productive skills, and cultural aspects
266, 295, 297–8
purposes of 264, 286
rater training 311
receptive skills 266, 295–7, 312–15
reliability 266
research-based 287–91, 301
sociopragmatic ability 295–8
speech acts
comprehension 267–70, 282
production 270–8, 282
strategies for assessment of 278–81
standardization 266
subjectivity, and L2 norms 301, 302,
304–6
test administration 266
See also self-assessment
audio/video materials
form-context relationship 247–8
input enhancement 247, 248
metapragmatic information 247
nonverbal information 247
noticing and understanding 247–8
transcripts, supplementing with 247

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authentic language
assessment 287, 291
curriculum writing 207– 8, 222
data collection 38, 43, 46, 47
feature films, use of 245
language corpora 166, 179, 181
speech acts 182
textbook adaptation 146–8, 151–2
textbook evaluation 159–60
awareness-raising approach 39, 113–16,
108–13, 121, 170–3, 222
assessment 124
awareness-enhancing activity 17–20
classroom exercises 124
data collection 114
dialogue reconstructions 115
felicitous/infelicitous uses comparisons
115
instruction, stages of 116
interviewing 115
L1-L2 pragmatic norms comparisons
115
learners-as-researchers/ethnographers
approach 115–16
personal stories, sharing 115
pragmatic behavior, experimenting
with 115
reflective journals/interactive logs 115
role-playing 115
speech acts 209–10
contextual factors 209
conversation analysis (CA) 170, 171–2
curriculum writing 208–13, 222
information, direct provision of 210–11
learners’ observations, eliciting 210
needs assessment 131–2
noticing hypothesis 113
pragmalinguistic focus 113–14
pragmatic ability 85
self-guided learning (web-based) 211–13
situational approach 208–13
sociopragmatic focus, tasks with 114
backchanneling 15–16, 179
beliefs, teachers’
critical reflection 29
curriculum context, constraints of 27
inconsistencies 26–8
instructional context, constraints of 27
knowledge and beliefs, reflecting
(activity)
instructional pragmatics, exploring
32–3
reflective prompts 32