In:L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 341–343
Index
Published online: 12 April 2023
https://doi.org/10.1075/lllt.58.index
https://doi.org/10.1075/lllt.58.index
A
- accuracy171, 180–183, 185–186, 246–251, 256–257, 259–261, 266, 269–270, 321–322, 338
- Adaptive Control of Thought (ACT) model244–249
- agencyxviii, xxi–xxii, 14, 23, 49, 89–111, 294
- appropriateness65, 68, 82, 158, 161, 169, 171, 173, 179–181, 183–186, 195–196, 217, 220, 224–227, 230–233, 237, 248–251, 256–257, 259–261, 276, 284, 287, 299, 321
- attention4, 12–14, 16, 20, 25, 54–55, 113, 119–120, 127–129, 136–137, 184, 192, 194–195, 201–202, 207–210, 212, 215–216, 245–246, 264–265, 285
- attitudesxviii–xx, 11–12, 14, 20–21, 63, 65–69, 71, 73–87, 117–118, 120, 139, 209, 211–212, 215–237
- automatic146, 148, 151, 154, 243, 245–246, 248–249
- automaticity6, 146, 148, 151, 155, 243, 246, 248
- automatisation146, 154, 243, 245–248, 258, 263, 265
- awarenessxviii–xx, 6–8, 13, 21–27, 31–87, 89–90, 93–98, 100–108, 113–141, 154–155, 191–192, 195–205, 208–213, 220–221, 225, 236–237, 246–247, 254–255, 276–277
- awareness-practice-feedback instructional sequence247
B
- beliefsxviii, 4–5, 9, 14, 20, 22, 25, 85–86, 113–141, 147, 217
- bi-clausal request formsxx, 191, 194–195, 197, 200–201, 206–210
C
- Chinese sentence final particles267–271, 273–274, 278, 291
- classroom4–10, 15–20, 22–25, 34–41, 43–46, 48–49, 52–57, 63–64, 70–72, 82–87, 92–94, 104–111, 119–120, 136–139, 286–290, 293–295, 313–316, 319–325, 329, 331–339
- computer-mediated communicationxx, 267–268, 275, 290–291, 337
- concept-based instructionxx, 27, 81, 87, 293, 295, 297, 315–316
- consciousness-raising82, 86, 246–247, 276, 320
- controlled processing245
- corrective feedbackxix, 68, 113–141, 171, 265
D
- declarative knowledge17, 243–248, 251, 257, 260–263
- depth of processing192, 195, 199, 202, 204, 207, 209
- detection74, 154, 181–182, 197, 199–204, 206–209
- dictation195, 199–203, 205, 207–209
E
- email writing251, 253–257, 260–261
- explicit instruction8, 14, 16–17, 32, 34, 38–39, 171, 173–174, 186–187, 225, 243–244, 249–251, 264, 284, 320–321
- explicit knowledge82, 84, 145, 153–154, 156–158, 160, 162, 164–166, 244–247, 249, 251, 260, 262, 264
F
- feedbackxix–xx, 36, 57–58, 109, 113–141, 243–244, 247, 249, 251–256, 260–261, 265, 326–327
- fluencyxx, 17, 165, 171, 173, 179, 185, 188, 247–253, 256–264, 266
- fluent99, 146, 172–173, 245, 249–250, 252–253, 256
- the form-focused approach
- form-function-context mappingxx, 248–249, 253, 261, 286
I
- identity-as-pedagogy93
- implicit input191, 194–195, 197
- implicit intervention191, 195, 197, 210
- implicit knowledgexx, 145, 153–158, 160, 162, 164–166, 245–246, 249, 264
- individual differencesxviii–xix, 4, 25–26, 169–171, 186–188, 191, 195, 197, 211–212, 215, 236–237
- instruction6–11, 14, 24–27, 31–42, 45–46, 53–61, 63–87, 173–176, 215–216, 221–223, 225, 230–236, 246–251, 253–256, 261–270, 274–277, 279–288, 293–303, 311–316, 320–322
- interactionxx–xxii, 6–8, 11–13, 15–24, 37–38, 85–87, 90–91, 148–149, 151–153, 160–166, 185–188, 223–225, 267–273, 294–295, 299–302, 304–307, 309–313, 315–316, 319–326, 334–338
- interactional competencexxi, 7, 13, 15, 20, 37, 148, 151, 153, 161, 163–166
K
- keystroke logging252, 256, 263–264
L
- L2 classroom4–5, 7, 9, 15, 17–20, 31, 34, 36, 54–55, 57, 63, 83–84, 87, 138–139, 322–323
- L2 pragmaticsxviii–xxi, 4–11, 13–27, 31–211, 213, 215–339
- language attitudexviii–xx, 21, 84, 139, 211–212, 215–239
- learnersxviii–xxi, 4–7, 9–25, 32–40, 114–119, 126–135, 145–154, 161–166, 171–176, 183–188, 191–192, 194–202, 204–212, 217–219, 246–257, 259–263, 267–277, 279–304, 319–324, 334–337
- longitudinal12, 24, 56, 151, 165, 236, 263
- long-spaced practice
M
- mastery goal191, 204–210
- meaning-focused communication246–247, 254
- meaning-focused instruction246, 254
- meaningful practice246, 249
- metalinguistic awareness246
- metapragmatic awarenessxix, 7, 65, 89–90, 94–97, 100–103, 105–108, 243, 335
- modality-specific practice251
- motivationxviii–xx, 11, 13–15, 20, 26–27, 33, 191–213, 215, 217–219, 235–237
- motivational intensity191, 199, 201–202, 204–210
- motivational task-processing system192–194, 199, 205, 210
N
- narrative inquiry9, 89–90, 95–97, 107, 109
- the non-interface position246
- noticing13, 15–16, 98–100, 103–104, 148, 153, 191, 195, 197–200, 209, 243, 246–247, 267–268, 270, 284
- noticing hypothesisxviii, 4, 15–16, 191, 195, 209, 212, 243, 246, 267–268, 284
O
- online modulesxviii, 31, 57
P
- pause behaviour252, 258, 261
- pause length37, 252, 257–261
- pause time252, 257–261
- P burst257–261
- pedagogical approachesxix, 4, 15, 48, 54, 58, 60, 294, 296–297, 334
- performance goal186, 193–194, 204–210, 296
- practice4–5, 7–9, 15–17, 24–25, 34–37, 39–41, 58–60, 68, 80–86, 89–98, 102–110, 117–118, 120, 122, 127, 136–140, 188–189, 243–256, 260–266
- pragmalinguistics5, 12, 25–26, 36, 64–65, 116–117, 147–148, 160, 174–176, 183–185, 195, 212–213, 221–223, 237, 268, 271–272, 321–323, 335
- pragmatic awarenessxviii–xix, 4, 6–8, 13, 21–25, 27, 33–87, 89–90, 95–96, 100–103, 105, 113–115, 117–141, 191–192, 195–197, 210–211, 213, 220–221, 225
- pragmatic competencexviii–xxi, 4–7, 9–11, 13–15, 22–23, 25–27, 63–64, 67, 73–75, 84–87, 150–151, 160–161, 215–216, 218–222, 224–228, 230–231, 233–234, 248–249, 287–289, 291–292
- pragmatic failure87, 91, 116–117, 119–120, 122–125, 128, 130, 132, 135, 137, 335
- pragmatic instructionxix–xx, 4, 6–10, 24, 31–42, 45–46, 53–60, 63–65, 67–69, 73–87, 173–174, 215–216, 221–223, 225, 230–234, 243–244, 249, 269–270, 286–288, 290–291
- pragmatic learningxx–xxii, 10–13, 15–17, 19–27, 33–35, 53–56, 58–61, 84–87, 109–110, 165–166, 170–172, 196–197, 210–213, 215–216, 233–237, 262–263, 265–270, 289–292, 320–324, 337–338
- pragmatic markersxviii, 34, 215–216, 221, 223, 235–236, 322, 339
- presentation-practice-production247, 335
- proceduralisation243, 245–248, 252, 257, 261, 263–264
- procedural knowledge17, 244–248, 251–252, 261–263
- process of analysis16, 248
- process of control16, 248
- productionxx–xxi, 11–14, 17–18, 20–21, 24–26, 169–174, 178–179, 182–186, 188–189, 196, 248–253, 256–266, 270–271, 273, 275–277, 279, 283–286, 312–314, 322–323
- production ratexx, 171, 173, 179, 249–252, 256–261, 263
- professional developmentxviii–xix, xxi, 24, 27, 31–32, 53, 56, 68–69, 74, 77, 81–84, 86–87, 90, 107–108, 137–138
- proficiencyxviii–xx, 11–13, 15, 20–22, 26–27, 39–40, 145–167, 170, 187–188, 195–196, 200, 211–212, 265, 275, 300, 322, 324, 337
- prototypicality268, 270–274, 277–288
R
- R burst257–261
- repeated practice17, 247, 251–252
- requests12–14, 19–22, 24–25, 35–36, 150–151, 163–164, 172–173, 175, 188–189, 235–236, 249–251, 265, 293–295, 300, 302–305, 311–312, 314–318, 321–322, 324
- response time51, 58, 80, 156, 169, 171, 177, 179–183, 185–186, 252
- retrieval practice245, 253, 260
- retrospection193, 199, 201–202, 205–208, 210–211
- revisionxx, 16, 18, 21, 96–97, 102, 109, 124, 243, 251–263, 265
S
- scientific concepts18, 24, 79, 81–82, 86, 296–297, 314
- second language acquisitionxxii, 22–27, 109, 137, 139, 164–166, 187–189, 212–213, 235–237, 243–244, 264–265, 267, 290–291, 337–339
- self-revision251–252, 257, 261
- short spaced practice263
- skill-acquisition based approach243–244
- skill acquisition theory15, 17–18, 243–244, 262, 264–265
- skill-specific practice248, 250, 262
- sociopragmatics5, 14, 36, 64–65, 85–86, 98–99, 101–103, 116–117, 129–130, 147–148, 160–161, 298–299, 316, 321–322, 335
- speech acts12–14, 31, 34–36, 41–42, 59–61, 63–67, 71–72, 102, 150–151, 294–295, 298, 312–315, 324–325, 338–339
- state motivation192–193, 196
- the strong interface position246
- systematic practice243–244, 246, 249
T
- taskxviii–xxi, 16, 20–24, 104–105, 126–127, 158, 162–164, 169–213, 225–226, 245–247, 249–251, 255–257, 264–265, 275–278, 293–294, 296–302, 305–306, 310–314, 319–339
- task-based language teaching16, 172, 188, 297, 321, 337–339
- task difficultyxix–xx, 11, 24, 162, 169–189
- task motivationxix–xx, 191–213
- task-supported language teaching20, 321–339
- teacher perception32, 39, 45, 52–53, 58, 85, 120, 133, 138–139, 218
- teacher resourcesxix, xxi, 31, 34, 57, 89, 92–94
- teachersxviii–xix, xxi, 4–10, 12, 14–15, 17, 20–26, 29–141, 163, 218, 220, 298, 320–322, 324–327, 335–336
- teacher training7, 10, 20, 22–23, 52, 54–55, 58, 63–67, 69–70, 80–83, 85, 117–118
- teaching-learningxviii–xix, xxi, 4–5, 10, 20, 241
- teaching materials7, 10, 33, 35, 65–72, 74, 76–77, 79–83, 85, 286–287, 291, 337
- technology4, 22, 24, 26, 60, 265, 267, 290–291, 320, 323–325, 334, 336–338
- textbooks20, 23, 33–34, 65–66, 68, 71, 75–76, 79–80, 82, 85–87, 286, 320, 325, 327, 329
- translanguagingxviii–xix, 14, 90–92, 94–95, 97–98, 103, 105–111
- translingual identity89–90, 92–97, 99, 101, 103, 105–108, 110–111
U
- Usage based theory
W
- the weak interface position246
- working memoryxviii–xx, 14, 20, 169–177, 179–189, 210, 215, 245
- writing fluencyxx, 252, 256–257, 259, 263, 266
Z
- a zero grammar approach
