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Task-based approaches to teaching and assessing pragmatics / edited by Naoko Taguchi and YouJin Kim. — 1 online resource. — (Task-based language teaching). — <URL:http://elib.fa.ru/ebsco/1850712.pdf>.Дата создания записи: 09.07.2018 Тематика: Second language acquisition.; Language and languages — Study and teaching.; Task analysis in education.; LANGUAGE ARTS & DISCIPLINES / General Коллекции: EBSCO Разрешенные действия: –
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Аннотация
"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"--.
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Оглавление
- 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
- Participants
- 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
- Conversation Analysis (CA) findings
- 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
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