Investigating the Learning of Pragmatics across Ages and Contexts: Utrecht Studies in Language and Communication, cartea 34
Patricia Salazar-Campillo, Victòria Codina-Espurzen Limba Engleză Paperback – 21 aug 2019
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Specificații
ISBN-13: 9789004407855
ISBN-10: 9004407855
Dimensiuni: 155 x 235 mm
Greutate: 0.44 kg
Editura: Brill
Colecția Brill
Seria Utrecht Studies in Language and Communication
ISBN-10: 9004407855
Dimensiuni: 155 x 235 mm
Greutate: 0.44 kg
Editura: Brill
Colecția Brill
Seria Utrecht Studies in Language and Communication
Cuprins
Acknowledgements
List of Figures
List of Tables
Introduction
Patricia Salazar-Campillo and Victòria Codina-Espurz
1 Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in Disagreements
Karen Glaser
2 Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms
Sofía Martín-Laguna
3 The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: the Case of Requests
Nashwa Nashaat Sobhy
4 Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms
Otilia Martí and Laura Portolés
5 Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study Abroad
Ana Herraiz-Martinez
6 The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context
Ariadna Sánchez and Eva Alcón-Soler
7 Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse
Richard Nightingale and Pilar Safont
8 Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context
Victòria Codina-Espurz and Patricia Salazar-Campillo
Conclusion
9 Can You Tell a Move When You Encounter One? Identifying Clues to Communicative Functions
Sara Gesuato
Index
List of Figures
List of Tables
Introduction
Patricia Salazar-Campillo and Victòria Codina-Espurz
Part 1: Formal Instruction Contexts
1 Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in Disagreements
Karen Glaser
2 Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms
Sofía Martín-Laguna
3 The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: the Case of Requests
Nashwa Nashaat Sobhy
4 Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms
Otilia Martí and Laura Portolés
Part 2: Study Abroad Contexts
5 Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study Abroad
Ana Herraiz-Martinez
6 The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context
Ariadna Sánchez and Eva Alcón-Soler
Part 3: Online Contexts
7 Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse
Richard Nightingale and Pilar Safont
8 Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context
Victòria Codina-Espurz and Patricia Salazar-Campillo
Conclusion
9 Can You Tell a Move When You Encounter One? Identifying Clues to Communicative Functions
Sara Gesuato
Index
Notă biografică
Patricia Salazar-Campillo, Ph.D. (2003), is senior lecturer at Jaume I University. Her research interests include language acquisition and feedback, and interlanguage pragmatics. Her most recent publications have appeared in the International Journal of English Studies (2018) and in English Language Teaching (2019).
Victòria Codina-Espurz, Ph.D. (1991), University of Pittsburgh, is Associate Professor at Jaume I University. Her research interests include interlanguage pragmatics and individual differences in second language acquisition. Her most recent works have been published by Peter Lang (2018), and English Language Teaching (2019).
Victòria Codina-Espurz, Ph.D. (1991), University of Pittsburgh, is Associate Professor at Jaume I University. Her research interests include interlanguage pragmatics and individual differences in second language acquisition. Her most recent works have been published by Peter Lang (2018), and English Language Teaching (2019).