"This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs"--.

• Task-Based Approaches to Teaching and Assessing Pragmatics
• Editorial page
• Title page
• LCC data
• Table of contents
• Acknowledgement
• Series editors’ preface
• 1. Task-based approaches to teaching and assessing pragmatics
  • Characteristics of tasks in TBLT
  • Instructional activities in L2 pragmatics
  • Coding and analysis of instructional features
  • Trends of instructional features in L2 pragmatics
  • Tasks in TBLT and pragmatics teaching: What each field can offer
  • Chapters in this book
  • References
• 2. Learning of Korean honorifics through collaborative tasks
  • Introduction
  • Background
    • Pragmatics and Task-Based Language Teaching
    • Heritage language learners during collaborative tasks
    • Purpose of the study
  • Methods
    • Participants
    • Target pragmalinguistic forms: Korean honorifics
    • Instructional materials: Collaborative writing tasks
    • Assessment of learning outcome: Discourse completion test and acceptability judgment test
    • Exploration of student perception: Post-interaction questionnaire
    • Data collection procedure
    • Pragmatics-Related Episode (PRE) coding
    • Statistical analysis
  • Results
    • Development of productive knowledge of Korean honorifics
    • Development of receptive knowledge of Korean honorifics
    • Occurrence of PREs during collaborative tasks
    • Student perceptions of interactions
  • Discussion
  • Conclusion
  • References
• 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators
  • Introduction
  • Background
    • Pragmatic instruction
    • Task implementation, collaborative dialogue and pragmatic knowledge
    • Research questions
  • Method
    • Participants
    • Materials
    • Procedure
      • Week 1. Pre-test
      • Week 2. Day 1 and Day 2
      • Week 3. Day 1 (TSLT session 1), Day 2 (TSLT session 2) and Day 3 (TSLT session 3)
      • TSLT sessions
      • Week 4. Post-test
      • Week 8. Delayed post-test
    • Data analysis
  • Results
  • Discussion
  • Conclusion, limitations and pedagogical implications
  • Acknowledgements
  • References
• 4. Task complexity effects on interaction during a collaborative persuasive writing task
  • Introduction
  • Background
    • L2 pragmatics and genre
    • The Cognition Hypothesis: Task complexity and interaction-driven learning opportunities
    • Collaborative writing
    • Purpose of the study
  • Methods
    • Participants
    • Instructional targets: Rhetorical moves and linguistic forms in a persuasive essay
    • Conceptualization of task in this study
    • Operationalization of task complexity
    • Data collection procedures
    • Data analysis procedures
  • Results
    • Pre-writing negotiation over the essay’s outline
    • During-writing negotiation over sources of trouble and actions to take
  • Discussion
    • Limitations and directions for future research
  • References
  • Appendix A. Transcription conventions
    • (adapted from Sacks, Schegloff, & Jefferson, 1974)
• 5. Task modality effects on Spanish learners’ interlanguage pragmatic development
  • Introduction
  • Literature review
    • Interlanguage pragmatics
    • Previous research on instruction of pragmatics
    • Task-based language teaching research
    • Teaching pragmatics via tasks
    • Task modality
    • Purpose of the study
  • Methods
    • Anchor 135
    • Participants
    • Instructional pragmatic targets
    • Instructional task
    • Assessment materials
  • Procedure
    • Data coding
    • Reliability and analysis
  • Results
  • Discussion
  • Conclusion
  • References
  • Appendix A
• 6. Developing pragmatic competence through tasks in EFL contexts
  • Introduction
  • Background
    • TBLT and pragmatics
    • Speech acts as a measure of pragmatic knowledge
    • Proficiency in TBLT and L2 pragmatics studies
    • Purpose of the study and research questions
  • Methodology
    • Participants
    • Materials and procedure
      • Proficiency test
      • Test tasks
      • Treatment tasks
    • Data coding and analysis
  • Results
    • Research Question 1
    • Research Question 2
    • Research Question 3
  • Discussion
  • Limitations and future research
  • Conclusion
  • Acknowledgements
  • References
  • Appendix A
  • Appendix B
  • Appendix C
  • Appendix D
• 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development
  • Introduction
  • Background
    • TBLT and pragmatics
    • The independent measurement of task complexity
    • Task grading and sequencing
    • Measuring pragmatic competence
    • Research questions
  • Methods
    • Participants
    • Tasks
    • Expert judgments via online questionnaires
    • Operationalization of task complexity and task sequencing
      • Input frequency
      • Causal reasoning
      • Intentional reasoning
      • Number of elements
    • Operationalization of task sequencing
    • Specific data collection procedures
    • Statistical tools and procedures
  • Results
    • Research Question 1
    • Research Question 2
  • Discussion
  • Conclusion
  • References
• 8. Pragmatics, tasks, and technology
  • Introduction
  • Supporting pragmatic development with technology and tasks: A précis
  • Shall pragmatics and cognitive task complexity meet?
  • Needs analysis
  • Future research directions
  • Conclusion
  • References
• 9. Task design and validity evidence for assessment of L2 pragmatics in interaction
  • Introduction
  • Background
    • Assessing pragmatic competence in interaction and validity challenges
    • Role-plays as assessment tasks and eliciting validity evidence
    • The present study
  • Methods
    • Participants
      • Examinees
      • Interlocutors
      • Raters
    • Test instruments
      • Role-plays
      • Rating criteria
    • Procedures
      • Test administration
      • Rater training
      • Rating
    • Data analysis
      • Conversation analysis
      • Multi-faceted Rasch measurement
  • Results
    • Conversation Analysis (CA) findings
      • Recommendation letter request role-play
      • Additional advising time request role-play
      • Refusing a professor’s request role-play
      • Deciding a meeting time
      • Deciding a meeting mode
    • Multi-faceted Rasch Measurement analysis
  • Discussion
  • Conclusion
  • References
  • Appendix A. Role-play with a professor and role-play cards
    • Role-play 1 (with a professor)
  • Appendix C. CA transcription notation (Atkinson & Heritage, 1984)
• 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance
  • Introduction
  • Literature review
    • Pragmatics in L2 pedagogy
    • Pragmatics and TBLT
    • Research questions
  • Methodology
    • Data
    • Anchor 84
    • Tasks and analysis of discourse appropriacy
    • Data analysis procedures
  • Results
    • Discussion
  • Conclusion
  • Acknowledgements
  • References
  • Appendix A
• 11. Assessing functional adequacy of L2 performance in a task-based approach
  • Introduction
  • Assessment of L2 pragmatics
  • The construction of a rating scale for functional adequacy
  • Methodology
    • Participants
    • L2 learners
    • Tasks
    • Rating procedure
    • Data analysis
  • Results
    • Interrater reliability
    • Correlations between dimensions of functional adequacy
    • Correlations between task 1 and task 2
    • Raters’ perceptions of functional adequacy
  • Discussion
  • Conclusion
  • Acknowledgements
  • References
  • Appendix A. Scale for rating the functional adequacy of oral tasks
  • Appendix B. Target task (Task 2; writing)
  • Appendix C. Written and oral text samples (Dutch and Italian)
• 12. Pragmatics in task-based language assessment
  • Introduction
  • Tasks and task characteristics
  • Task selection and development in TBLA
  • Developing rating criteria to evaluate task performance: Different approaches and challenges
  • Task-based pragmatics assessments in practice
  • TBPrA in language for specific purpose assessments
  • TBPrA in educational assessments
  • TBPrA in assessment research
  • Concluding remarks
  • References
• Bio notes
• Index