{"product_id":"pragmatics-and-its-applications-to-tesol-and-sla-isbn-9781119554257","title":"Pragmatics and its Applications to TESOL and SLA","description":"\u003cp\u003e\u003cb\u003eA concise introduction to the field of theoretical pragmatics and its applications in second language acquisition and English-language instruction\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePragmatics and its Applications to TESOL and SLA \u003c\/i\u003eoffers an in-depth description of key areas of linguistic pragmatics and a review of how those topics can be applied to pedagogy in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL). This book is an excellent resource for students and professionals who have an interest in teaching pragmatics (speech acts, the cooperative principle, deixis, politeness theory, and more) in second language contexts.\u003c\/p\u003e \u003cp\u003eThis book introduces technical terminology and concepts—including the fundamentals of semantics and semiotics—in simple language, and it provides illuminating examples, making it an excellent choice for readers with an elementary linguistics background who wish to further their knowledge of pragmatics. It also covers more advanced pragmatics topics, including stance, indexicality, and pragmatic appropriateness. Key features include:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eA comprehensive introduction to pragmatics, covering meaning, speech acts, the cooperation principle, politeness, metapragmatics, and more\u003c\/li\u003e \u003cli\u003eA unique orientation toward practical application in second language acquisition studies and English-language instruction\u003c\/li\u003e \u003cli\u003eTwo-part chapters clearly separating theoretical introductions from concrete, real-world applications of the theory\u003c\/li\u003e \u003cli\u003eThorough coverage that is accessible to both students and professionals currently teaching English to speakers of other languages, including sample lesson plans\u003c\/li\u003e \u003cli\u003ePractical chapters on the interface between pragmatics and teaching, and on research design\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003ePragmatics and its Applications to TESOL and SLA\u003c\/i\u003e is a comprehensive and coherent introduction, perfect for students, researchers, and scholars of pragmatics, second language acquisition, language teaching, and intercultural communication. It is also an excellent resource for professionals in the field of English-language education.\u003c\/p\u003e \u003cp\u003eList of Tables xi\u003c\/p\u003e \u003cp\u003eList of Figures xiii\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003eTypographical Conventions xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Meaning \u003c\/b\u003e\u003cb\u003e1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 What Do We Mean By Meaning? 2\u003c\/p\u003e \u003cp\u003e1.1.1 Semiotics 2\u003c\/p\u003e \u003cp\u003e1.1.2 Extensional and Intensional Semantics 4\u003c\/p\u003e \u003cp\u003e1.1.3 Language in Context 8\u003c\/p\u003e \u003cp\u003e1.1.4 The Semantics\/Pragmatics Boundary 9\u003c\/p\u003e \u003cp\u003e1.1.5 Modularity 10\u003c\/p\u003e \u003cp\u003e1.2 A Real Life Application 13\u003c\/p\u003e \u003cp\u003e1.3 Conclusion 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Language Teaching and Pragmatics Interface \u003c\/b\u003e\u003cb\u003e15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Are There Universals in Pragmatics That Students Can Bring To Their L2? 16\u003c\/p\u003e \u003cp\u003e2.2 What Do Learners Typically Transfer From Their L1? 17\u003c\/p\u003e \u003cp\u003e2.3 Can Pragmatics Be Taught Through Instruction? 19\u003c\/p\u003e \u003cp\u003e2.4 Is There a Developmental Path for Pragmatics? 20\u003c\/p\u003e \u003cp\u003e2.5 Is Acquisition of Pragmatics Different for L2 Child and Adult Learners? 21\u003c\/p\u003e \u003cp\u003e2.6 Does the Learner Have To Sound Exactly the Same As a Native Speaker? 22\u003c\/p\u003e \u003cp\u003e2.7 Can Pragmatics Be Assessed in the Classroom? 22\u003c\/p\u003e \u003cp\u003e2.8 Conclusion 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Speech Acts \u003c\/b\u003e\u003cb\u003e23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 Ordinary Language Philosophy, Oxford, and Austin 24\u003c\/p\u003e \u003cp\u003e3.1.1 Austin and Performativity 26\u003c\/p\u003e \u003cp\u003e3.1.2 Speech Acts, Searle 27\u003c\/p\u003e \u003cp\u003e3.1.3 Realization Patterns 29\u003c\/p\u003e \u003cp\u003e3.1.4 How Speech Acts Work 29\u003c\/p\u003e \u003cp\u003e3.1.5 Indirect Speech Acts 32\u003c\/p\u003e \u003cp\u003e3.1.6 Public Commitment for Speech Acts 33\u003c\/p\u003e \u003cp\u003e3.2 Conclusion 35\u003c\/p\u003e \u003cp\u003e3.3 Speech Acts in SLA and Applications to TESOL 35\u003c\/p\u003e \u003cp\u003e3.3.1 Speech Acts in the TESOL Classroom: Materials 37\u003c\/p\u003e \u003cp\u003e3.3.2 Sample Teaching Materials 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Grice’s Principle of Cooperation \u003c\/b\u003e\u003cb\u003e41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Gricean Pragmatics as Rational Cooperation 41\u003c\/p\u003e \u003cp\u003e4.1.1 Conversational Cooperation Is Rational 42\u003c\/p\u003e \u003cp\u003e4.1.2 Implicatures 43\u003c\/p\u003e \u003cp\u003e4.1.3 Scalarity and Implicatures 45\u003c\/p\u003e \u003cp\u003e4.1.4 Flouting and Implicatures 46\u003c\/p\u003e \u003cp\u003e4.1.5 Difference between Inferences, Presuppositions, and Implicatures 48\u003c\/p\u003e \u003cp\u003e4.1.6 Developments of Grice’s Theory 49\u003c\/p\u003e \u003cp\u003e4.1.7 Modularity in Light of Gricean Pragmatics 55\u003c\/p\u003e \u003cp\u003e4.2 Conclusion 56\u003c\/p\u003e \u003cp\u003e4.3 Applications to SLA 56\u003c\/p\u003e \u003cp\u003e4.3.1 Grice in SLA 56\u003c\/p\u003e \u003cp\u003e4.3.2 Relevance Theory and SLA 59\u003c\/p\u003e \u003cp\u003e4.3.3 TESOL Classroom Materials 61\u003c\/p\u003e \u003cp\u003e4.3.4 Sample Teaching Materials 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Politeness \u003c\/b\u003e\u003cb\u003e64\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 Theories of Politeness 64\u003c\/p\u003e \u003cp\u003e5.1.1 Classical Politeness Theories 65\u003c\/p\u003e \u003cp\u003e5.1.2 Second Wave Approaches (1990 and forward) 70\u003c\/p\u003e \u003cp\u003e5.1.3 Third Wave Theories: Ritualization and Norm 76\u003c\/p\u003e \u003cp\u003e5.1.4 Universality of Politeness 78\u003c\/p\u003e \u003cp\u003e5.1.5 Sociopragmatics and Power 80\u003c\/p\u003e \u003cp\u003e5.2 Conclusion 81\u003c\/p\u003e \u003cp\u003e5.3 Politeness and SLA 81\u003c\/p\u003e \u003cp\u003e5.3.1 Politeness in the TESOL Materials 84\u003c\/p\u003e \u003cp\u003e5.3.2 Sample Teaching Materials 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Functional Sentence Perspective \u003c\/b\u003e\u003cb\u003e87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 Theoretical Background 87\u003c\/p\u003e \u003cp\u003e6.1.1 Functionalism 87\u003c\/p\u003e \u003cp\u003e6.1.2 Markedness 89\u003c\/p\u003e \u003cp\u003e6.1.3 Word Order 90\u003c\/p\u003e \u003cp\u003e6.1.4 Prominence 92\u003c\/p\u003e \u003cp\u003e6.2 Aspects of FSP 92\u003c\/p\u003e \u003cp\u003e6.2.1 Newness 93\u003c\/p\u003e \u003cp\u003e6.2.2 Known-ness 94\u003c\/p\u003e \u003cp\u003e6.2.3 Definiteness 95\u003c\/p\u003e \u003cp\u003e6.3 Applications of FSP 97\u003c\/p\u003e \u003cp\u003e6.3.1 FSP Reflects the Organization of Ideas in the Mind 97\u003c\/p\u003e \u003cp\u003e6.3.2 Paragraph and Textual Organization 98\u003c\/p\u003e \u003cp\u003e6.3.3 Marked Constructions 98\u003c\/p\u003e \u003cp\u003e6.4 History and Terminology 101\u003c\/p\u003e \u003cp\u003e6.4.1 The Prague School 101\u003c\/p\u003e \u003cp\u003e6.4.2 European Functionalism 102\u003c\/p\u003e \u003cp\u003e6.4.3 Generative Functionalism 103\u003c\/p\u003e \u003cp\u003e6.4.4 West Coast Functionalism 105\u003c\/p\u003e \u003cp\u003e6.5 Conclusion 105\u003c\/p\u003e \u003cp\u003e6.6 FSP in SLA and the TESOL Classroom 105\u003c\/p\u003e \u003cp\u003e6.6.1 FSP in SLA 105\u003c\/p\u003e \u003cp\u003e6.6.2 FSP in TESOL 106\u003c\/p\u003e \u003cp\u003e6.6.3 Sample Teaching Materials 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Stance, Deixis, and Pragmatic markers \u003c\/b\u003e\u003cb\u003e110\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Modality 111\u003c\/p\u003e \u003cp\u003e7.1.1 Modal Verbs 111\u003c\/p\u003e \u003cp\u003e7.1.2 Epistemic and Deontic modality 113\u003c\/p\u003e \u003cp\u003e7.2 Deixis 114\u003c\/p\u003e \u003cp\u003e7.2.1 Place and Time deixis 115\u003c\/p\u003e \u003cp\u003e7.2.2 Discourse Deixis 115\u003c\/p\u003e \u003cp\u003e7.2.3 Social Deixis 116\u003c\/p\u003e \u003cp\u003e7.3 Pragmatic Markers 116\u003c\/p\u003e \u003cp\u003e7.3.1 Schiffrin’s Discourse Markers 117\u003c\/p\u003e \u003cp\u003e7.3.2 Procedural Information Markers 119\u003c\/p\u003e \u003cp\u003e7.3.3 Connectors 119\u003c\/p\u003e \u003cp\u003e7.4 Stance 120\u003c\/p\u003e \u003cp\u003e7.5 Corpus-assisted Work 123\u003c\/p\u003e \u003cp\u003e7.6 Conclusion 125\u003c\/p\u003e \u003cp\u003e7.7 Pragmatic Markers in SLA and TESOL 126\u003c\/p\u003e \u003cp\u003e7.7.1 Contrastive and Intercultural Studies in SLA and TESOL 126\u003c\/p\u003e \u003cp\u003e7.7.2 Sample Teaching Materials 128\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Interactional Sociolinguistics \u003c\/b\u003e\u003cb\u003e130\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 The California Milieu 130\u003c\/p\u003e \u003cp\u003e8.1.1 The Sociological\/Phenomenological Approach 131\u003c\/p\u003e \u003cp\u003e8.1.2 Conversation Analysis 134\u003c\/p\u003e \u003cp\u003e8.2 Communicative Competence 135\u003c\/p\u003e \u003cp\u003e8.3 The Definition of Context 136\u003c\/p\u003e \u003cp\u003e8.3.1 Context 136\u003c\/p\u003e \u003cp\u003e8.3.2 Communicative Practices 138\u003c\/p\u003e \u003cp\u003e8.3.3 Conversational Inferences 139\u003c\/p\u003e \u003cp\u003e8.3.4 Contextualization 140\u003c\/p\u003e \u003cp\u003e8.4 Conclusion: Gumperz’s Interactionism 146\u003c\/p\u003e \u003cp\u003e8.5 Sociocultural Interaction and SLA 147\u003c\/p\u003e \u003cp\u003e8.5.1 Interactional Sociolinguistics in the TESOL Classroom 151\u003c\/p\u003e \u003cp\u003e8.5.2 Sample Teaching Materials 151\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Data Collection and Research Design in Studies of L2 Pragmatics \u003c\/b\u003e\u003cb\u003e153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Discourse Completion Tasks 153\u003c\/p\u003e \u003cp\u003e9.2 Interactional Studies 156\u003c\/p\u003e \u003cp\u003e9.2.1 Follow Up Interviews 157\u003c\/p\u003e \u003cp\u003e9.3 Pseudolongitudinal 158\u003c\/p\u003e \u003cp\u003e9.4 Longitudinal 158\u003c\/p\u003e \u003cp\u003e9.4.1 Study Abroad 159\u003c\/p\u003e \u003cp\u003e9.5 Computer Mediated Communication 160\u003c\/p\u003e \u003cp\u003e9.6 Action Research 161\u003c\/p\u003e \u003cp\u003e9.6.1 Student-collected Research 162\u003c\/p\u003e \u003cp\u003e9.7 Conclusion 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Metapragmatics \u003c\/b\u003e\u003cb\u003e165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Metalanguage and Object Language 165\u003c\/p\u003e \u003cp\u003e10.1.1 The Origins of the Language\/Metalanguage Distinction 165\u003c\/p\u003e \u003cp\u003e10.1.2 Uses of Metalanguage in Linguistics 167\u003c\/p\u003e \u003cp\u003e10.1.3 Metadiscourse 168\u003c\/p\u003e \u003cp\u003e10.2 Deixis, Indexicality, and the Semiotic Turn in Sociolinguistics 169\u003c\/p\u003e \u003cp\u003e10.2.1 Deixis 169\u003c\/p\u003e \u003cp\u003e10.2.2 Indexicality 170\u003c\/p\u003e \u003cp\u003e10.2.3 The Semiotic Turn in Sociolinguistics 172\u003c\/p\u003e \u003cp\u003e10.3 Metalinguistic Awareness 174\u003c\/p\u003e \u003cp\u003e10.3.1 Implicit and Explicit Awareness 175\u003c\/p\u003e \u003cp\u003e10.4 Ideology, or the Lack of Awareness 175\u003c\/p\u003e \u003cp\u003e10.4.1 Definition of Ideology 175\u003c\/p\u003e \u003cp\u003e10.5 Conclusion 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Frontier \u003c\/b\u003e\u003cb\u003e181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1 Pragmatic Resources in English as a Lingua Franca 181\u003c\/p\u003e \u003cp\u003e11.2 Multilingualism 182\u003c\/p\u003e \u003cp\u003e11.3 Embodied Cognition 185\u003c\/p\u003e \u003cp\u003e11.4 Complexity Theory 186\u003c\/p\u003e \u003cp\u003e11.4.1 Complex Systems 186\u003c\/p\u003e \u003cp\u003e11.4.2 Applications to Linguistics 188\u003c\/p\u003e \u003cp\u003e11.5 Cyberpragmatics 189\u003c\/p\u003e \u003cp\u003e11.6 Neuropragmatics 191\u003c\/p\u003e \u003cp\u003e11.6.1 Lateralization and Specialization 193\u003c\/p\u003e \u003cp\u003e11.6.2 The Theory of Mind 194\u003c\/p\u003e \u003cp\u003e11.6.3 Pragmatic Disorders 195\u003c\/p\u003e \u003cp\u003e11.7 Conclusion 196\u003c\/p\u003e \u003cp\u003eBibliography 198\u003c\/p\u003e \u003cp\u003eName Index 229\u003c\/p\u003e \u003cp\u003eSubject Index 239\u003c\/p\u003e \u003cp\u003e“The textbook ranges broadly across the field of pragmatics…This has advantages in that an instructor can introduce students to a great many topics and approaches which are likely to get short shrift or no shrift at all in the language textbooks available to learners.” – \u003cb\u003eLINGUIST List\u003c\/b\u003e 33.238, January 2022\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e“This volume is indeed a source of insights for researchers intending to explore the applications ofL2 pragmatics in English language teaching and second language acquisition…We strongly recommend this valuable book.” - \u003cb\u003eCorpus Pragmatics\u003c\/b\u003e (2022) 6:249-252, March 2022\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\u003cb\u003eSALVATORE ATTARDO\u003c\/b\u003e is Professor of Linguistics at Texas A\u0026amp;M–Commerce, USA. He is editor of \u003ci\u003eThe Encyclopedia of Humor Studies\u003c\/i\u003e (2014) and \u003ci\u003eThe Handbook of Language and Humor\u003c\/i\u003e (2017) and co-author of \u003ci\u003eUnderstanding Language Structure, Interaction and Variation, Third Edition\u003c\/i\u003e (2014). He has published 12 books and over 100 articles. His latest book is \u003ci\u003eThe Linguistics of Humor: An Introduction\u003c\/i\u003e (2020). \u003c\/p\u003e\u003cp\u003e\u003cb\u003eLUCY PICKERING\u003c\/b\u003e is Professor of Applied Linguistics and Director of the Applied Linguistics Laboratory at Texas A\u0026amp;M–Commerce, USA. She is the author of \u003ci\u003eDiscourse Intonation: A discourse-pragmatic approach to teaching the pronunciation of English\u003c\/i\u003e (2018), co-editor of \u003ci\u003eLanguage Learning, Discourse \u0026amp; Cognition\u003c\/i\u003e (2018), co-editor of \u003ci\u003eTalking at Work\u003c\/i\u003e (2016), and co-author of\u003ci\u003e English Communication for International Teaching Assistants\u003c\/i\u003e (2013).   \u003c\/p\u003e\u003cp\u003e\u003ci\u003ePragmatics and its Applications to TESOL and SLA\u003c\/i\u003e offers an in-depth description of key areas of pragmatics and a review of how the contributions from this branch of linguistics can be applied to the pedagogies of teaching English to speakers of other languages (TESOL) and second language acquisition (SLA). This book introduces technical terminology and concepts—including some of the fundamentals of semantics and semiotics—in simple language and provides illuminating examples, making it an excellent choice for readers with some familiarity with linguistics who wish to further their knowledge of pragmatics. \u003c\/p\u003e\u003cp\u003eAuthored by two leadings scholars in applied linguistics, this valuable text is uniquely oriented towards practical application in second language acquisition studies and English-language instruction. In this book, students training to become language teachers and teachers currently working with learners of other languages will find a valuable resource on speech acts, the cooperative principle, deixis, and politeness theory in second language contexts, as well as more advanced pragmatics topics, including stance, indexicality, metapragmatics, and pragmatic appropriateness. This book has been developed with the needs of students and working teachers in mind, with each chapter divided into two parts to clearly separate theory from concrete, real-world applications, and with sample less plans and a chapter devoted to research design. \u003c\/p\u003e\u003cp\u003e\u003ci\u003ePragmatics and its Applications to TESOL and SLA\u003c\/i\u003e is a comprehensive and clear introduction, ideal for students, researchers, and scholars of pragmatics, second language acquisition, language teaching, and intercultural communication. It is also an excellent resource for professionals in second-language education.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989838315749,"sku":"NP9781119554257","price":37.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119554257.jpg?v=1761785635","url":"https:\/\/k12savings.com\/products\/pragmatics-and-its-applications-to-tesol-and-sla-isbn-9781119554257","provider":"K12savings","version":"1.0","type":"link"}