A01 cohe4573 01 se fm. Qxd

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I N D E X
pragmalinguistics, focus on 87–8
pragmatic ability
acquisition of 75–6
insufficient 77–8
pragmatic behavior, determining sources
of (activity) 90–6
examples 92–5
sources 90
pragmatic failure 76–7, 89
See also subjectivity, and L2 pragmatic
norms
Dreamweaver 249
educational discussion forums 253, 254
email 252, 253, 254
epistemic stance markers 114, 203, 293
ethnographers, learners as see learners-as-
researchers
explanatory pragmatics 222
compliments example 119
critical pragmatics 120, 121
cultural factors 13–14, 16
pragmatic choice 201, 218
refusals, cultural information about
218–19
target culture, emic view of 118
See also subjectivity, and L2 pragmatic
norms
face-saving strategies 219–20
facetious tone 265
feature films, use of 138, 262
authenticity 245
compliments example 246–7
multi-sensory input 245
pragmatic areas 245–6
pragmatic models 245
feedback, for learners 189, 192, 215, 287,
303– 4
fillers 113
form-context relationship 101–2, 247–8
formative assessment 292, 295, 302–3
functional syllabus 151
gaming, online 263
gender, of learners 44, 235
gendered language, pragmatics of 149,
155–6
gestures 234
grammatical structures 293
greetings 93
in English 163– 4
textbook adaptation for teaching of
(activity) 162–3

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hand gestures 94
hedging 6, 185
hesitation marker 169
honorifics, Japanese 87–8, 93
Hot Potatoes 249, 250
identity
agency-giving nature of 108–9
construction of 106–8
multiple 106–7
See also subjectivity, and L2 pragmatic
norms
inductive instruction see instruction,
deductive and inductive
innuendo, interpretation of 5–6
input enhancement 247, 248
institutional support, need for 321
instruction, deductive and inductive
combination approaches 117
deductive instruction 116, 117
foreign-language settings 117
inductive instruction 116–17
learner factors 117–18
instructional pragmatics
knowledge, and practice 21–2, 27–8
knowledge and beliefs activity 32–3
intelligibility 4
intensifiers 63, 65, 92–3, 269
intensity (I), of speech act 42–3, 45–6, 47
Intercultural Pragmatics viii
interdisciplinary frameworks, and L2
pragmatic development 120
native-speaker models, and learner
identity 106
second language socialization theory
110–13
speech accommodation theory 109–10
subjectivity
expression of 105–6
and language learning 106–9
World Englishes, and native-speaker
norms 106
interlanguage pragmatics, research into viii
irony 71
Journal of Pragmatics viii
journal-writing tasks 205
assessment 299, 300–1
awareness-raising approach 115
See also teachers’ response journal
keigo see honorifics, Japanese
knowledge, teachers’
curriculum and educational ends 23, 24
educational contexts 23
knowledge, and practice 21–2, 27–8
knowledge and beliefs activity 30–3
learner characteristics 23, 24
metapragmatic information 24
pedagogical knowledge 23, 24
pragmatic norms 24
pragmatic variation 24
subject-matter knowledge 23, 24
language acquisition, theories of
awareness-raising approach 113–16, 121
cognitive frameworks 101–5
explanatory approach 118–20
instruction, deductive and inductive
116–18
interdisciplinary frameworks 120
native-speaker models, and learner
identity 106
second language socialization theory
110–13
speech accommodation theory 109–10
subjectivity 105–6, 106 –9
World Englishes, and native-speaker
norms 106
language learning, complexity of 99–100
pragmatics instruction, implicit and
explicit 113
target language features 118
teaching, implications for 113–20
theoretical frameworks, and experience
of L2 pragmatics (activity) 121–2
See also Noticing Hypothesis
language corpora
authentic language use, studies of 179
backchanneling 179
complaint-response sequences 179
directness/indirectness, of requests
179
discourse markers 179
speech acts 179
vague language 179
automatic searching/sorting/scoring 175
corpus data, editing/screening 180
corpus versus textbook language
comparison studies 181–2
elicited data, discretion in use of 180–1
formulaic expressions 178–9
instructional material, designing
(activity)
MICASE 183–4
suggestions, in American English 185
language data, open-ended source of 175
language forms, and pragmatic meaning,
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language corpora (continued )
MICASE search example 177–8, 179,
181
learner-centered approach, promotion of
175
learning process, individualizing 175
speech-act-specific strategies 176
tagged language structures, searching for
176–7
learner characteristics
age 235
gender 235
language aptitude 235
personality 236
style preferences 236
learner resistance see resistance
learners-as-researchers/ethnographers
approach
assessment 299, 307
awareness-raising 115–16
curriculum writing 205
lesson planning
burning issues, trouble-shooting
(activity) 199–200
cross-cultural experiences, reflecting on
(activity) 193–7
electronic resources 355–6
lesson plan design 186
assessment 190
collaborative feedback 192
content objectives 190
goal, overall of lesson 190
learners/instructional context 190
lesson plan, components of 190–1
materials 190, 191
pragmatics feature(s), choice of 190
pragmatics-focused resources, referring
to 190
self-assessment criteria 191–2
task sequence 190
time frame 190
planning activity 198
materials see audio/video materials;
curriculum writing; textbook
adaptation
metacognitive strategies (speech acts) 228
comprehension versus production, focus
on 234
planning/monitoring/evaluating 229,
234
pragmatic failure, monitoring for 234 –5
voice/facial expressions/gestures, focus
on 234