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This article explores several key issues in the intersection of second language acquisition and pragmatics. It begins with a discussion of the basic issue of cross-cultural pragmatics that is essential in this intersection: the notion of differing norms of interaction across speech communities and the hazards of misinterpretation. The essay proceeds to explore the critical issue of paucity of authentic materials for the teaching of pragmatics in a second or foreign language. The article culminates with findings from a research project that describes a particular classroom context that fosters developmental pragmatic competence in L2.
목차
I. Introduction
II. A. Norms and Misunderstandings
II. B. Teaching Materials for Developmental Pragmatics
II. C. i. Pragmatic Development in Content-Based L2
II. C. ii. Content-Based L2 Acquisition and Developme Pragmatics
II. C. iii. Identity and Language Learning
II. C. iv. RID and Developmental Pragmatics
II. C. v. Findings
III. What can be learned about developmental pragmaticsin L2 classrooms?
Works Cited
ABSTRACT
II. A. Norms and Misunderstandings
II. B. Teaching Materials for Developmental Pragmatics
II. C. i. Pragmatic Development in Content-Based L2
II. C. ii. Content-Based L2 Acquisition and Developme Pragmatics
II. C. iii. Identity and Language Learning
II. C. iv. RID and Developmental Pragmatics
II. C. v. Findings
III. What can be learned about developmental pragmaticsin L2 classrooms?
Works Cited
ABSTRACT
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