Sociocultural Theory and L2 Instructional Pragmatics

Nonfiction, Reference & Language, Language Arts, Study & Teaching, Linguistics
Cover of the book Sociocultural Theory and L2 Instructional Pragmatics by Rémi A. van Compernolle, Channel View Publications
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Author: Rémi A. van Compernolle ISBN: 9781783091416
Publisher: Channel View Publications Publication: February 5, 2014
Imprint: Multilingual Matters Language: English
Author: Rémi A. van Compernolle
ISBN: 9781783091416
Publisher: Channel View Publications
Publication: February 5, 2014
Imprint: Multilingual Matters
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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