A01 cohe4573 01 se fm. Qxd

3 6 2
I N D E X
personal values 26
pragmatic variation, introducing 28–9
sources, of beliefs 26–7, 29
blogs 252, 253, 254, 263
British National Corpus (BNC) 175
CA see conversation analysis (CA)
Cambridge and Nottingham Corpus of
Discourse in English (CANCODE)
178–9
Center for Advanced Research on Language
Acquisition (CARLA) 39, 57, 72– 4,
204, 322
chat, online 253, 254 –5, 263
choice see subjectivity, and L2 pragmatic
norms
CMC see computer-mediated
communication (CMC)
cognitive frameworks, and pragmatic
development
communicative tasks 104
noticing hypothesis 101–3
output tasks, as pedagogical tool 103– 4
sociocultural framework 104 –5
cognitive learning, Bloom’s taxonomy of
analysis 256, 260
application 256, 259, 260
comprehension 256, 259, 260
evaluation 256–7, 260
knowledge 256, 259, 260
synthesis 256–7, 260
cognitive strategies 228
collaborative assessment 138–9, 302–3,
307–8
commands 92
communication strategies 232–3
examples of 220–1
informed decisions, making 220
learner subjectivity 220
pragmatic choice 220
communicative competence 264
communicative language teaching 264
complaints
speech-acts, and task complexity 236–7
textbook dialogues, as inauthentic 146–8
compliments
contextual factors 125
conversation, sustaining 130–1
data-gathering activities 45–7, 241
feature films, use of 246–7
functions and strategies for 57–8
grammatical structures/word choice for
58–9
inappropriate 94 –5

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compliments (continued )
introduction/needs assessment 126–8
L2 pragmatic norms, divergence from
168–70
responses to
acceptance 59
authentic samples, role-playing 130
interactive practice 130
mitigation 59–60
rejection 60
strategies, example 129–30
as ‘social lubricant’ 57
student analysis, language and
contextual factors 128–9, 132–3
topics of 58
comprehensibility 4
computer-mediated communication (CMC)
asynchronous tools 253, 254
blogs 252, 253, 254
chat, written or voice 253, 254 –5
collaboration tools 253
educational discussion forums 253, 254
email 252, 253, 254
gaming/virtual interaction 253, 255
media-specific norms 254
metapragmatic tasks 254
second-language settings 254
synchronous (real-time) tools 253, 254
telecollaboration 254 –5
threaded discussion 253
video-conferencing 253, 254 –5
conversation analysis (CA) 176
authentic language 166
awareness-raising approach 170, 171–2
discourse analytical perspective 173– 4
ethnomethodological foundation of
166–7
L2 pragmatic norms, divergence from
167–71
meaning, social and interactive
construction of 167
meaning and process of 166–7
natural conversation, analysis of
complex structure of 170–1
conversational implicature 57, 70 –2, 148,
154–5
examples of
indirect criticism 72
irony 71
minimum requirement rule 71
POPE Q implicature 72
relevance maxim 71
meaning of 70–1
teaching 154 –5
conversational principles 6
conversations, closing
closing routines, teaching 152–3
learners’ analysis 153– 4
textbook evaluation activity 157–61
American English examples 158–60
textbook example 146
corpora see language corpora
critical pedagogy approach 120, 121, 155–6
critical reflection see reflective practice
cultural factors
and assessment 266, 295–8
cross-cultural experiences, reflecting on
(activity) 193–7
cultural norms 12–13
explanatory pragmatics 13–14, 16
language- versus culture-related
pragmatics 294
misunderstandings, cultural 14 –15, 16,
75, 76
research into viii
social norms 12
speech acts, and cultural knowledge 238
curriculum writing
authentic language, use of 207–8, 222
awareness-raising approach 208–13, 222
communication strategies 220–1, 222
explanatory pragmatics 218–20, 222
interactional practice
linguistic forms, appropriateness of
213–14
self-evaluation, facilitation of 213–14
simulation exercises 215–18
organizing principle, pragmatics as
221–2
context, and appropriateness 202, 203
conversational implicature 203
discourse structure 203
epistemic stance markers 203
fillers 203
foreign-language settings 203
pragmatics material, as add-on 202–3
speech acts 203
teachers’ guide 203
pragmatics-focused curricular materials
classroom-based teacher-delivered
curriculum 204 –5
foreign-language setting 203–5
learners-as-researchers/ethnographers
approach 205
second-language settings 205
web-based self-access curriculum 203–4
pragmatics-focused curriculum,
designing (activity) 223
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curriculum writing (continued )
primary goals, communication of 206–7
research-based information, use of 201,
202–3, 207–8, 222
resources, for L2 pragmatics 221, 222
teacher support 207
data collection
authentic data, use of 38, 43, 46, 47
consequentiality 43
data sources 37
discourse completion tasks (DCTs) 37,
39– 40, 43– 4, 50, 135, 180 –1
extra-linguistic factors, and language use
42–3
field observation 44 –7, 53– 4
intuition/introspection 37, 38–9, 49–50
language elicitation, advantages of 37,
42– 4
language samples, evaluating pragmatics
of (activity) 48–54
pragmalinguistic data 43
pragmatics-focused instruction, data
collection for (activity) 55
recorded natural conversation 52–3
role-play data 37, 41, 43– 4, 51–2
sociopragmatic data 43
decontextualized language forms 319
deductive instruction see instruction,
deductive and inductive
discourse analysis 173– 4
discourse completion tasks (DCTs)
apology severity 275–6
formality levels 274 –5
multiple turns 135, 276, 277
response scoring 276
role-plays 39– 40, 43– 4, 180–1
social factors, manipulation of 277
speech act production 274 –7
discourse markers 113, 177, 179, 253
discourse organization 293
distance (D), between speakers 42–3, 44,
45–6, 47
divergence, causes of
behavior, problematic versus
‘unproblematic’ 88–9
consequences, of pragmatic behavior
88
cultural/social identity, maintaining 86
intentional divergence 86
learner resistance 87–8
misunderstandings 75, 76
native-like pragmatic use 76
needs assessment, use of 89