Teaching, learning and investigating pragmatics : principles, methods and practices / edited by Sara Gesuato, Francesca Bianchi and Winnie Cheng.

Includes bibliographical references.

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Preface / Sara Gesuato, Francesca Bianchi and Winnie Cheng -- Introduction / Francesca Bianchi -- Introduction / Francesca Bianchi -- Part I: Principles, Methods and Practices in Pragmatics and Pragmatics-Focused Pedagogy: Section 1. Teaching and Learning: Chapter One. Teachers' perceptions of email requests: insights for teaching pragmatics in study abroad contexts / Eva Alcón-Soler -- Chapter Two. "Teacher! You need to give me back my homework:" assessing students' needs for a pragmatics curriculum in an academic ESL program / Patricia Frenz-Belkin -- Chapter Three. Pragmatic competence, length of residence, amount of contact and intensity of interaction / Zohreh R. Eslami and Soojin Ahn -- Chapter Four. Comparing textbooks and TV series as sources of pragmatic input for learners of Italian as a second language: the case of compliments and invitations -- Chapter Five. Teaching L2 pragmatics: from an empirical study to recommendations for pedagogical practice / Phyllisienne Gauci -- Section 2. Testing and Assessing: Chapter Six. Designing instructional effect studies for L2 pragmatics: a guide for teachers and researchers / Kathleen Bardovi-Harlig -- Chapter Seven. "You have no choice:" pragmatic considerations in current language test instruments / Richard Chapman -- Chapter Eight. DCTs versus naturally occurring data in the realization of disagreement by non-native speakers of English / Carmen Maíz-Arévalo -- Chapter Nine. The use of corpora to identify the pragmatic knowledge associated with different levels of language proficiency / María Luisa Carrió-Pastor and Miguel Casas Gómez -- Part II: Principles, Methods and Practices in Specific Areas of Pragmatic Competence: Section 3. Conversation. Chapter Ten. An interaction-focused pedagogy based on conversation analysis for developing L2 pragmatic competence / Anna Filipi and Anne-Marie Barraja-Rohan -- Chapter Eleven. Topic management and interactional competence in Spanish L2 conversation / Marta García García -- Chapter Twelve. Peer and teacher feedback in improving pragmatic conversation skills / William Collins -- Chapter Thirteen. Towards a pedagogical framework to develop the listenership of Japanese EFL/ESL learners / Pino Cutrone -- Section 4. Speech Acts. Chapter Fourteen. Criteria for the identification of moves: the case of written offers / Sara Gesuato -- Chapter Fifteen. "Thanks a bunch:" cross-cultural comparison of the speech act of thanking / Winnie Cheng and Andy Seto -- Chapter Sixteen. The variability of compliment responses: Italian and German data / Marina Castagneto and Miriam Ravetto -- Chapter Seventeen. Universality and relativity in cross-cultural pragmatics: requests and apologies in English and Italian / Loredana Pozzuoli -- Section 5. Aspects of grammar: Chapter Eighteen. The acquisition of emotional competence in L2 learners of Italian through specific instructional training / Anna De Marco and Emanuela Paone -- Chapter Nineteen. Denn, eigentlich, überhaupt: three "pragmatic particles" in German / Marion Weerning -- Chapter Twenty. Instructional advantages of a pragmatic account of mood distribution in Spanish complements / Patxi Laskurian-Ibarluzea -- Chapter Twenty One. Conversational implicatures in the Croatian EFL classroom / Ana Werkmann Horvat and Ana Kevdeš -- Chapter Twenty Two. Some, and possibly all, adults compute scalar implicatures / Yhara M. Formisano.

This volume presents a collection of research papers investigating how to foster the learning and teaching of pragmatic phenomena, as well as how to administer tests that assess pragmatic competence in second/foreign language education with regards to several target languages. The topics investigated include: speech acts; computer-mediated communication; conversation analysis; pragmatic, intercultural, and emotional competence; native and non-native performance; data collection and instructional methods; needs analysis; and syllabus design and materials development. The contributions will be o.

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