Читать книгу Pragmatics and its Applications to TESOL and SLA - Salvatore Attardo - Страница 4
ОглавлениеContents
1 Cover
7 Preface
8 Typographical Conventions
9 1 Meaning1.1 What Do We Mean by Meaning? 1.1.1 Semiotics1.1.2 Extensional and Intensional Semantics1.1.3 Language in Context1.1.4 The Semantics/Pragmatics Boundary1.1.5 Modularity1.2 A Real-Life Application1.3 Conclusion
10 2 The Language Teaching and Pragmatics Interface2.1 Are There Universals in Pragmatics That Students Can Bring to Their L2?2.2 What Do Learners Typically Transfer from Their L1?2.3 Can Pragmatics be Taught through Instruction?2.4 Is There a Developmental Path for Pragmatics?2.5 Is Acquisition of Pragmatics Different for L2 Child and Adult Learners?2.6 Does the Learner Have to Sound Exactly the Same as a Native Speaker?2.7 Can Pragmatics Be Assessed in the Classroom?2.8 Conclusion
11 3 Speech Acts3.1 Ordinary Language Philosophy, Oxford, and Austin3.1.1 Austin and Performativity3.1.2 Speech Acts, Searle3.1.3 Realization Patterns3.1.4 How Speech Acts Work3.1.5 Indirect Speech Acts3.1.6 Public Commitment for Speech Acts3.2 Conclusion3.3 Speech Acts in SLA and Applications to TESOL3.3.1 Speech Acts in the TESOL Classroom: Materials3.3.2 Sample Teaching Materials
12 4 Grice’s Principle of Cooperation4.1 Gricean Pragmatics as Rational Cooperation4.1.1 Conversational Cooperation Is Rational4.1.2 Implicatures4.1.3 Scalarity and Implicatures4.1.4 Flouting and Implicatures4.1.5 Difference between Inferences, Presuppositions, and Implicatures4.1.6 Developments of Grice’s Theory4.1.7 Modularity in Light of Gricean Pragmatics4.2 Conclusion4.3 Applications to SLA4.3.1 Grice in SLA4.3.2 Relevance Theory and SLA4.3.3 TESOL Classroom Materials4.3.4 Sample Teaching Materials
13 5 Politeness5.1 Theories of Politeness5.1.1 Classical Politeness Theories5.1.2 Second Wave Approaches (1990 and Forward)5.1.3 Third Wave Theories: Ritualization and Norm5.1.4 Universality of Politeness5.1.5 Sociopragmatics and Power5.2 Conclusion5.3 Politeness and SLA5.3.1 Politeness in the TESOL Materials5.3.2 Sample Teaching Materials
14 6 Functional Sentence Perspective6.1 Theoretical Background6.1.1 Functionalism6.1.2 Markedness6.1.3 Word Order6.1.4 Prominence6.2 Aspects of FSP6.2.1 Newness6.2.2 Known-ness6.2.3 Definiteness6.3 Applications of FSP6.3.1 FSP Reflects the Organization of Ideas in the Mind6.3.2 Paragraph and Textual Organization6.3.3 Marked Constructions6.4 History and Terminology6.4.1 The Prague School6.4.2 European Functionalism6.4.3 Generative Functionalism6.4.4 West Coast Functionalism6.5 Conclusion6.6 FSP in SLA and the TESOL Classroom6.6.1 FSP in SLA6.6.2 FSP in TESOL6.6.3 Sample Teaching Materials
15 7 Stance, Deixis, and Pragmatic Markers7.1 Modality7.1.1 Modal Verbs7.1.2 Epistemic and Deontic Modality7.2 Deixis7.2.1 Place and Time Deixis7.2.2 Discourse Deixis7.2.3 Social Deixis7.3 Pragmatic Markers7.3.1 Schiffrin’s Discourse Markers7.3.2 Procedural Information Markers7.3.3 Connectors7.4 Stance7.5 Corpus-Assisted Work7.5.1 Stance Markers7.6 Conclusion7.7 Pragmatic Markers in SLA and TESOL7.7.1 Contrastive and Intercultural Studies in SLA and TESOL7.7.2 Sample Teaching Materials
16 8 Interactional Sociolinguistics8.1 The California Milieu8.1.1 The Sociological/Phenomenological Approach8.1.2 Conversation Analysis8.2 Communicative Competence8.3 The Definition of Context8.3.1 Context8.3.2 Communicative Practices8.3.3 Conversational Inferences8.3.4 Contextualization8.4 Conclusion: Gumperz’s Interactionism8.5 Sociocultural Interaction and SLA8.5.1 Interactional Sociolinguistics in the TESOL Classroom8.5.2 Sample Teaching Materials
17 9 Data Collection and Research Design in Studies of L2 Pragmatics9.1 Discourse Completion Tasks9.2 Interactional Studies9.2.1 Follow-up Interviews9.3 Pseudolongitudinal9.4 Longitudinal9.4.1 Study Abroad9.5 Computer Mediated Communication9.6 Action Research9.6.1 Student-Collected Research9.7 Conclusion
18 10 Metapragmatics10.1 Metalanguage and Object Language10.1.1 The Origins of the Language/Metalanguage Distinction10.1.2 Uses of Metalanguage in Linguistics10.1.3 Metadiscourse10.2 Deixis, Indexicality, and the Semiotic Turn in Sociolinguistics10.2.1 Deixis10.2.2 Indexicality10.2.3 The Semiotic Turn in Sociolinguistics10.3 Metalinguistic Awareness10.3.1 Implicit and Explicit Awareness10.4 Ideology, or the Lack of Awareness10.4.1 Definition of Ideology10.5 Conclusion
19 11 Frontier11.1 Pragmatic Resources in English as a Lingua Franca11.2 Multilingualism11.3 Embodied Cognition11.4 Complexity Theory11.4.1 Complex Systems11.4.2 Applications to Linguistics11.5 Cyberpragmatics11.6 Neuropragmatics11.6.1 Lateralization and Specialization11.6.2 The Theory of Mind11.6.3 Pragmatic Disorders11.7 Conclusion
20 Bibliography
21 Name Index
22 Subject Index
23 End User License Agreement
List of Tables
1 1.1 The grammar/pragmatics boundary, according to Ariel, 2008.
2 3.1 Speech acts and their formal representation, according to Searle (1969).
3 5.1 Cultural orientation toward negative or positive politeness.
4 6.1 The functions of language.
5 7.1 Classification of English modals; central modals are in order of frequency
6 7.2 Biber and Finegan’s (1989) four-way classification of stance.
List of Figures
1 1.1 Image of a cat.
2 1.2 A sign is the union of a signifier and a signified.
3 1.3 The indirect relationship between the sounds and the referent, mediated by the sign.
4 1.4 The Morse code.
5 1.5 Partition for the beginning of a Rachmaninoff piece with largo tempo.
6 1.6 The semantic Network of “chair.” “isa” labels hyponymy links.
7 1.7 The Müller-Lyer figures.
8 5.1 FTA strategies; adapted from Brown and Levinson (1987, p. 69).
9 5.2 Degrees of (im)politeness and types of polite/politic behavior.
10 5.3 Thanking gesture in Indian culture.
11 5.4 Thanking gestures in other cultures.
12 6.1 Jakobson’s Model.
13 6.2 A paratone, displaying the typical declination (solid line) and resets (dashed lines).
14 6.3 The “schools” of functionalism.
15 7.1 The deictic Space.
16 7.2 Thestance triangle (adapted from Du Bois, 2007).
17 7.3 Instances of well in COCA.
18 8.1 The evolution of the communicative competence model (Adapted from Celce-Murcia et al., 1995).
19 9.1 Recording of an ITA teaching in a chemistry laboratory, using a headset.
20 9.2 A screenshot from CARLA.
21 10.1 No parking sign in China.
22 10.2 Directional arrow Signs.
23 10.3 The Eiffel tower. Photograph.
24 10.4 The Eiffel tower. Drawing.
25 11.1 The hierarchy of world languages; adapted from de Swaan (2001) and Cook (2013, p. 190).
26 11.2 Broca’s and Wernicke’s areas.
27 11.3 Brain activity patterns in bilinguals (from Perani & Abutalebi, 2005, p. 203.).
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