Email Pragmatics And Second Language Learners

This is the first edited collection focusing exclusively on how second language users interpret and engage with the processes of email writing. With chapters written by an international array of scholars, the present volume is dedicated to furthering the study of the growing field of L2 email pragmatics and addresses a range of interesting topics that have so far received comparatively scant attention. Utilising both elicited and naturally-occurring data, the research in this volume takes the reader from a consideration of learners’ pragmatic development as reflected in email writing, and their perceptions of the email medium, to relational practices in various email functions and in a variety of academic contexts. As a whole, the contributions incorporate research with learners from a range of proficiency levels, language and cultural backgrounds, and employ varied research designs in order to examine different email speech acts. The book provides valuable new insights into the dynamic and complex interplay between cultural, interlanguage, pedagogical, and medium-specific factors shaping L2 email discourse, and it is undoubtedly an important reference and resource for researchers, graduate students and experienced language teachers.

Email has become a ubiquitous medium of communication. It is used amongst people from the same speech community, but also between people from different language and cultural backgrounds. When people communicate, they tend to follow rules of speaking in their native language, termed by scholars as pragmatic transfer, which may cause misunderstandings and lead to cross-cultural communication breakdown. This book examines pragmatic transfer by Chinese learners of English at different proficiency levels when writing email requests and refusals. To meet the need for developmental research in L2 pragmatics, it also explores whether pragmatic transfer increases or decreases as language proficiency improves. This book will appeal to researchers and students in interlanguage and intercultural pragmatics, second language acquisition, English as a second/foreign language, and intercultural communication.

The first book-length collection of studies on the assessment of pragmatic competencies in a second or foreign language. Grounded in theoretical perspectives on communicative and interactional competencies, it examines the reception and production of speech acts through a variety of assessment methods and quantitative and qualitative analyses.

This Element introduces the areas that second language (L2) pragmatics research has investigated. It begins with a theme-based review of the field with respect to L2 pragmatics learning, teaching, and assessing. The section on pragmatics learning examines studies on learners' pragmatic production and perception, and analyzes research modalities in this field. The section on pragmatics teaching examines the effects of and different approaches to L2 pragmatics instruction; and the section on pragmatics assessing examines the aspects involved in testing learners' pragmatic competence, and studies on issues related to validity and rating in pragmatics assessing. The Element then analyzes studies exploring learners' cognitive processes during pragmatic performance, and case studies are provided to showcase two ongoing projects, one investigating advanced learners' self-praise on social media and the other investigating lingua franca pragmatics among children. Finally, the Element offers some topics and questions for future research in L2 pragmatics.

"This volume features cutting-edge research on L2 pragmatics from a wide range of theoretical and methodological approaches. It offers fresh perspectives on standard topics such as the use and learning of speech acts and the pragmatic meanings of linguistic resources, and the effect of planned intervention on pragmatic development in language instruction. The chapters also document researchers' increasing attention to different forms of computer-mediated communication as environments for using and developing L2 pragmatic competence, and of conversation analysis as an approach to different aspects of interaction in a variety of settings."--Publisher's website (nflrc.hawaii.edu/).

Written by an international team of experts, this groundbreaking book explores the benefits and challenges of developing pragmatic competence in English as a target language, inside and outside the classroom, and among young and adult learners. The chapters present a range of first language contexts, including China, Germany, Indonesia, Italy, Mexico and Norway, to provide international perspectives on how different first languages present varying challenges for developing pragmatic awareness. The book outlines cutting-edge techniques for investigating spoken and written pragmatic competence, and offers practical teaching solutions, both face-to-face and online. It also examines underexplored areas of L2 pragmatics research, such as young learner groups, the effects of textbook materials, study abroad contexts and technology-mediated instruction and assessment. Innovative and comprehensive, this volume is a unique contribution to the field of L2 pragmatics, and will be essential reading for researchers, course developers, language teachers and students.

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.

This edited volume makes a valuable contribution to the burgeoning research field of English as a lingua franca. In a pioneering step, the collection is exclusively devoted to the English email discourse of Chinese speakers. The studies address innovative topics related to various contexts and relationships, using several different approaches and theories, which taken together shed light on how English serves as a lingua franca in multiple types of global written communication. The research topics presented are organized into four thematic sections, including emails from students to professors, emails from students to the international academic community, emails from peer to peer, and emails at the workplace. This collection of empirical research invites readers to consider the special features of apologies, requests, terms of address, politeness, and discourse organization, and how cultural differences may affect the use or interpretation of each. Throughout the book, readers will also discover how Chinese speakers use special features and strategies to construct their identity, establish relationships, and achieve successful communication in English. This highly informative, thought-provoking book also provides insights on methods for teaching email discourse using English as a lingua franca and suggests directions for future research.