3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction

Chapters in this book

1. Frontmatter I
2. Preface V
3. Acknowledgements XI
4. Contents XIII
5. List of contributors XVII
6. Introduction 1
7. Part I: Learning and teaching speech acts
8. 1 Pragmatic competence and speech-act research in second language pragmatics 11
9. 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
10. 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
11. 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
12. 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
13. Part II: Assessing pragmatic competence
14. 6 Assessing L2 pragmatic competence 131
15. 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
16. 8 The DCT as a data collection method for L2 humor production 156
17. 9 Strategic competence and pragmatic proficiency in L2 role plays 179
18. Part III: Analyzing discourses in L2 digital contexts
19. 10 Researching digital discourse in second language pragmatics 197
20. 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
21. 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
22. Part IV: Current issues in L2 pragmatics
23. 13 Explicit knowledge in L2 pragmatics? 255
24. 14 Studying speech acts: An expanded scope and refined methodologies 270
25. 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
26. 16 From a native-nonnative speaker dichotomy to a translingual framework 300
27. 17 An introduction to discourse markers 314
28. Epilogue: A personal tribute to Andrew Cohen 336
29. Index 339