Sociocultural Theory and L2 Instructional Pragmatics / / Rémi A. van Compernolle.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015
• VerfasserIn: van Compernolle, Rémi A.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2014]; ©2014
• Year of Publication: 2014
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource (256 p.)
• Other title: Frontmatter --; Contents --; Acknowledgments --; Transcription Conventions --; 1. Introduction --; 2. Appropriateness In Language Learning And Language Teaching --; 3. Understanding Learners As People --; 4. Developing Awareness Of Pragmatic Knowledge Through Verbalized Reflections --; 5. Developing Pragmatic Knowledge Through Appropriateness Judgment Tasks --; 6. Developing Performance Abilities Through Strategic Interaction Scenarios --; 7. The Future Of Vygotskian Approaches To Instructional Pragmatics --; References
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783091409; 9783110663136; 9783110606713
• DOI: 10.21832/9781783091409
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Rémi A. van Compernolle.

Winner of the AAAL First Book Award 2017! This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.