Información General

• Autores: Reyes Gómez Morón (coord.), Lucía Fernández Amaya (coord.), Manuel Padilla Cruz (coord.), María de la O Hernández López (coord.)
• Editores: Cambridge Scholars Publishing
• Año de publicación: 2009
• País: España
• Idioma: español
• ISBN: 978-1-4438-0972-6, 1-4438-0972-1
• Texto completo no disponible (Saber más ...)

Resumen

• This volume presents a wide ranging overview of key theoretical and practical issues, empirical research and various analyses of pragmatic phenomena that will certainly be most useful and helpful to students and researchers in pragmatics and other linguistic disciplines and, of course, to L2 teachers. It is divided into five parts that include chapters addressing cognitive issues on L2 teaching, how and what to teach when dealing with specific speech acts, intercultural aspects of communication, the teaching of languages for academic and specific purposes and some other methodological issues on pragmatics teaching.

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Listado de artículos

• • Social Cognition and Second Language Learning

    María Victoria Escandell Vidal

    págs. 1-40

    

  • Part I: Cognitive Issues on L2 Teaching

    • Cross-Cultural Differences in Conceptualization and their Application in L2 Instruction

      Alberto Hijazo Gascón

      págs. 42-59

      

    • Immigration and Conceptual Metaphors: A Critical Approach to Ideological Representation

      María Dolores López Maestre

      págs. 60-86

      

    • Understanding and Overcoming Pragmatic Failure when Interpreting Phatic Utterances

      Manuel Padilla Cruz

      págs. 87-109

      

  • Part II: Teaching Languages across Cultures

    • The Acquisition of Pragmatic Competence from a Strategic Perspective: Apology, A Case in Point

      Abdelhadi Bellachhab

      págs. 110-127

      

    • Learning how to Promise: A Didactic Approach to the Teaching of Speech Acts

      Carmen Maíz Arévalo

      págs. 128-140

      

    • The Interlanguage of Complaints by Catalan Learners of English María Sabaté i Dalmau

      Maria Sabaté Dalmau

      págs. 141-164

      

    • Learner Strategies in L2 Pragmatics: The Case of Spanish Compliment Responses

      Bryan Smith

      págs. 165-180

      

    • Modality is more than Modal Verbs: A Pragmatic Approach to the Teaching of Adverbial Modality

      Carmen Maíz Arévalo, Jorge Arús Hita

      págs. 181-196

      

  • Part III: Intercultural Aspects of Communication

    • Intercultural Pragmatics in Academic Curriculum – A Hard Nut to Crack?

      Beata Karpińska Musiał

      págs. 198-220

      

    • Stereotypes of Communicative Styles: Japanese Indirectness, Ambiguity and Vagueness

      Barbara Pizziconi

      págs. 221-254

      

    • On Intercultural Disagreement: Interaction and Inertia

      Albin Wagener

      págs. 255-278

      

  • Part IV: Teaching Languages for Academic and Specific Purposes

    • Pragmatic Markers in Academic Discourse: The Cases of well and the Spanish Counterparts bien and bueno

      Begoña Bellés Fortuño, Inmaculada Fortanet Gómez

      págs. 280-304

      

    • Between the Academy and the Front Page: The Double Discourses of Political Communications Research

      Ruth Breeze

      págs. 305-320

      

    • Pragmatics and ESP Teaching: Politeness in English-Spanish Business Correspondence

      María Sol Velasco Sacristán

      págs. 321-336

      

    • Advances in Intercultural Communication Research and Training based on Computer Simulation of Real Business Settings

      Victoria Guillén Nieto, Pedro Pernías Peco, Chelo Vargas Sierra, Judith Williams

      págs. 337-361

      

    • The Anecdote as Humorous Narrative: Structural and Socio-cultural Features of Anecdotes written by Native and Non-native Writers of English

      Laura Hidalgo Downing

      págs. 362-386

      

  • Part V: Other Methodological Issues on Pragmatics Teaching

    • Is it possible to Formalize Pragmatics? Implications for Computer Assisted Language Learning

      Gemma Bel Enguix, María Dolores Jiménez-López

      págs. 388-407

      

    • Implications of Dual-process Theories to Working Memory Capacity and L2 Speech Production and Acquisition

      Kyria Finardi

      págs. 408-426

      

    • The Transmission Model of Aducation: A Cognitive Approach

      Graciela de la Nuez Placeres, María Clara Petersen, Juani Guerra

      págs. 427-444