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van Compernolle, Rémi A. [Author]

Sociocultural Theory and L2 Instructional Pragmatics

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  • Media type: E-Book
  • Title: Sociocultural Theory and L2 Instructional Pragmatics
  • Contains: Frontmatter -- -- Contents -- -- Acknowledgments -- -- Transcription Conventions -- -- 1. Introduction -- -- 2. Appropriateness In Language Learning And Language Teaching -- -- 3. Understanding Learners As People -- -- 4. Developing Awareness Of Pragmatic Knowledge Through Verbalized Reflections -- -- 5. Developing Pragmatic Knowledge Through Appropriateness Judgment Tasks -- -- 6. Developing Performance Abilities Through Strategic Interaction Scenarios -- -- 7. The Future Of Vygotskian Approaches To Instructional Pragmatics -- -- References
  • Contributor: van Compernolle, Rémi A. [Author]
  • imprint: Blue Ridge Summit, PA: Multilingual Matters, 2014
  • Published in: Second Language Acquisition
  • Extent: 1 Online-Ressource
  • Language: English
  • DOI: 10.21832/9781783091409
  • ISBN: 9781783091409
  • Identifier:
  • Keywords: Second language acquisition ; Pragmatics ; Language and culture Study and teaching ; Interlanguage (Language learning) ; Sociolinguistics ; Speech acts (Linguistics) ; Interlanguage (Language learning). ; Language and culture. ; Pragmatics. ; Second language acquisition. ; L2 Instructional Pragmatics. ; L2 pragmatics. ; psycholinguistics. ; Second Language Acquisition. ; second language pragmatics. ; SLA. ; Sociocultural Theory. ; Vygotsky. ; LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics
  • Origination:
  • Footnote: In English
    Mode of access: Internet via World Wide Web
  • Description: Winner of the AAAL First Book Award 2017! This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.
  • Access State: Restricted Access | Information to licenced electronic resources of the SLUB