<p><span>Pragmatic ability is crucial for second language learners to communicate appropriately and effectively; however, pragmatics is underemphasized in language teaching and testing. This book remedies that situation by connecting theory, empirical research, and practical curricular suggestions o
Teaching and Testing Second Language Pragmatics and Interaction: A Practical Guide (Second Language Acquisition Research Series)
β Scribed by Carsten Roever
- Publisher
- Routledge
- Year
- 2021
- Tongue
- English
- Leaves
- 26
- Edition
- 1
- Category
- Library
No coin nor oath required. For personal study only.
β¦ Synopsis
Pragmatic ability is crucial for second language learners to communicate appropriately and effectively; however, pragmatics is underemphasized in language teaching and testing. This book remedies that situation by connecting theory, empirical research, and practical curricular suggestions on pragmatics for learners of different proficiency levels: It surveys the field comprehensively and, with useful tasks and activities, offers rich guidance for teaching and testing L2 pragmatics. Mainly referring to pragmatics of English and with relevant examples from multiple languages, it is an invaluable resource for practicing teachers, graduate students, and researchers in language pedagogy and assessment.
π SIMILAR VOLUMES
<p><span>Pragmatic ability is crucial for second language learners to communicate appropriately and effectively; however, pragmatics is underemphasized in language teaching and testing. This book remedies that situation by connecting theory, empirical research, and practical curricular suggestions o
The volume includes original papers addressing different aspects of the interface between second language acquisition and language testing research. This paperback edition provides a fresh look at areas of common interest to both SLA and LT research, and ways in which research in these two area
In language learning, the rule of thumb is: the earlier the better. Children exposed to language from birth are uniformly successful in first language acquisition (L1A), whereas those deprived of contact with language during childhood are pathologically deficient. In second language acquisition (L2A