The present volume, edited by Patricia Salazar-Campillo and Victòria Codina-Espurz, is a timely contribution to the field of interlanguage pragmatics. The nine chapters presented here expand the scope of research to date by including different contexts (i.e., formal instruction, stay-abroad, and online) and age groups which have received less attention (for example, young learners and adolescents). Whereas the speech act of requesting is the one that has been most explored in the field of interlanguage pragmatics, as attested by several chapters in the present volume, disagreements and directives are also tackled. This book embraces research addressing both elicited and naturally-occurring data in studies which deal with pragmatic use, development, and awareness.
Patricia Salazar-Campillo, Ph.D. (2003), is senior lecturer at Jaume I University. Her research interests include language acquisition and feedback, and interlanguage pragmatics. Her most recent publications have appeared in the International Journal of English Studies (2018) and in English Language Teaching (2019).
Victòria Codina-Espurz, Ph.D. (1991), University of Pittsburgh, is Associate Professor at Jaume I University. Her research interests include interlanguage pragmatics and individual differences in second language acquisition. Her most recent works have been published by Peter Lang (2018), and English Language Teaching (2019).
Acknowledgements List of Figures List of Tables
Introduction Patricia Salazar-Campillo and Victòria Codina-Espurz
Part 1: Formal Instruction Contexts
1 Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in Disagreements Karen Glaser
2 Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms Sofía Martín-Laguna
3 The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: the Case of Requests Nashwa Nashaat Sobhy
4 Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms Otilia Martí and Laura Portolés
Part 2: Study Abroad Contexts
5 Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study Abroad Ana Herraiz-Martinez
6 The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context Ariadna Sánchez and Eva Alcón-Soler
Part 3: Online Contexts
7 Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse Richard Nightingale and Pilar Safont
8 Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context Victòria Codina-Espurz and Patricia Salazar-Campillo
9 Can You Tell a Move When You Encounter One? Identifying Clues to Communicative Functions Sara Gesuato
Researchers of interlanguage pragmatics and language teachers who wish to expand knowledge on the development of pragmatic competence.