Pragmatics Pedagogy in English as an International Language Routledge Advances in Teaching English as an International Language Series

Pragmatics Pedagogy in English as an International Languageaims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers? and scholars? perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL.

This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy.

Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.

List of Figures and Tables

List of Contributors

Series Editor Forward

Acknowledgments

Pragmatics Pedagogy in EIL: An Overview

Zia Tajeddin and Minoo Alemi

1 Pragmatics Pedagogy and EIL: A Historical Perspective

Zia Tajeddin and Minoo Alemi

2 Pragmatic Competence in EIL

Anne Barron

3 Teacher Pragmatic Awareness in English as an International Language

Esther Usó-Juan and Alicia Martínez-Flor

4 Global Englishes and Intercultural Communication: Implications for Understanding and Teaching Pragmatics

Will Baker and Yasmina Abdzadeh

5 Intercultural Pragmatics in English as a Lingua Franca

Naoko Taguchi and Shota Yamaguchi

6 Pragmatic Instruction in English as an International Language

Ariadna Sánchez-Hernández and Eva Alcón-Soler

7 Pragmatics of (Im)Politeness in EIL Interactions

Gerrard Mugford

8 Pragmatic Teaching Materials in EIL

Thi Thuy Minh Nguyen and Helen Basturkmen

9 Teaching the Pragmatics of English as an International Language: Practitioners’ Perspectives Informing Language Teacher Development

Noriko Ishihara

10 Perceptions of Pragmatics in EIL: Voices from Scholars and Teachers

Erhan Aslan

11 Pragmatics Assessment in English as an International Language (EIL)

Shuai Li

12 Rating Criteria and Norms for Pragmatic Assessment in the Context of EIL

Zia Tajeddin, Minoo Alemi, and Neda Khanlarzadeh

13 Methods and Data Bases for Investigating Pragmatics in EIL

Soo Jung Youn and Brett Hashimoto

Epilogue: The Future of EIL-Aware Pragmatics Pedagogy

Minoo Alemi and Zia Tajeddin

Index

Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran, where he teaches doctoral courses in L2 Pragmatics, Culture and Identity, and Teacher Education. He is the co-editor of Applied Pragmatics (John Benjamins) and sits on the editorial/review boards of many journals such as RELC Journal and TESL-EJ. His research interests center on L2 pragmatics instruction and assessment, classroom discourse analysis, teacher identity and cognition, and EIL/ELF. His recent co-edited volume (with Carol Griffiths) is Lessons from Good Language Teachers (Cambridge University Press, 2020).

Minoo Alemi is Associate Professor of Applied Linguistics at Islamic Azad University (IAU), West Tehran Branch, and a post-doctoral associate at Sharif University of Technology (SUT), Iran. She is the founder of Robot-Assisted Language Learning (RALL) and the co-founder of Social Robotics in Iran. She is the associate editor of Applied Pragmatics (John Benjamins) and sits on the editorial/review boards of many journals, including British Journal of Educational Technology, BRAIN, LIBRI, and Scientia Iranica. Her areas of interest include discourse analysis, L2 pragmatics, materials development, and robot-assisted language education.