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. vii–viii
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Published online: 12 April 2023
https://doi.org/10.1075/lllt.58.toc
https://doi.org/10.1075/lllt.58.toc
Table of contents
Acknowledgements
List of contributors
Foreword
Marta González-Lloret
Introduction
Chapter 1.L2 pragmatics in action: Teachers, learners and the teaching-learning interaction process
Alicia Martínez-Flor
Ariadna Sánchez-Hernández
Júlia Barón
Part I.Teachers
Chapter 2.Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module
Andrew D. Cohen
Stephanie W. P. Knight
Julie M. Sykes
Chapter 3.Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics
Karen Glaser
Chapter 4.Teachers’ identity and agency in L2 pragmatics: Supporting teachers’ translingual identity as pedagogy through narratives
Noriko Ishihara
Adriana Mendes Porcellato
Malila Carvalho de Almeida Prado
Chapter 5.Teachers’ awareness and beliefs towards corrective feedback
in L2 pragmatics
in L2 pragmatics
Alicia Martínez-Flor
Part II.Learners
Chapter 6.Proficiency effects on L2 pragmatics
Carsten Roever
Natsuko Shintani
Yan Zhu
Rod Ellis
Chapter 7.Working memory and task difficulty as factors of L2 pragmatics
Shuai Li
Chapter 8.Task motivation effects on L2 pragmatics
Satomi Takahashi
Chapter 9.Language attitude effects on L2 pragmatics
Ariadna Sánchez-Hernández
Part III.Teaching-learning in action
Chapter 10.Skill acquisition based approach to teaching L2 pragmatics
Thi Thuy Minh Nguyen
Thi Thanh Thuy Pham
Chapter 11.Usage-based approach to teaching L2 pragmatics
Qiong Li
Naoko Taguchi
Chapter 12.A concept-based approach to teaching L2 pragmatics
Allan Nicholas
Jeremy Perkins
Chapter 13.A task-supported language approach to teaching L2 pragmatics
Júlia Barón
Index
