Focusing on the advancement of L2 pragmatics, this book outlines innovative methods and contemporary techniques applicable to second language contexts. The authors emphasize the necessity for research in L2 pragmatics to broaden its scope, integrating diverse approaches such as Conversation Analysis and Corpus Linguistics to enhance understanding and application in the field.
Focusing on the development of pragmatic competence among L2 learners, this book uncovers patterns of growth in social language use over a year. It highlights the participants' experiences and individual traits that influenced their unique developmental paths, providing valuable insights into the complexities of language acquisition in social contexts.
This book addresses the topic of interactional competence in the area of learning Japanese as a second language. It presents data collected from learners studying abroad in Japan to explain developments in their interactional competence as found in their use of speech styles and co- construction of an utterance.
In applied linguistics and second language acquisition (SLA), the study of pragmatic competence raises key questions: What does it mean to achieve pragmatic competence in a second language (L2)? How can we assess its development among L2 learners? How do research findings inform the teaching and assessment of pragmatic competence? This book addresses these issues within the context of Japanese as a second/foreign language. It is divided into three sections. The first provides an overview and historical background on Japanese pragmatics and its impact on pedagogy and curriculum. Following this, eight empirical studies examine significant phenomena in Japanese pragmatics, focusing on features such as honorifics, speech styles, sentence-final particles, various speech acts, and indirect expressions. Each study connects pragmalinguistics (linguistic forms for language functions) with sociopragmatics (norms for appropriate use). By documenting learners' understanding and use of these features across different levels and timeframes, the book sheds light on the nature and development of pragmatic competence and its implications for teaching. The final section offers a critical reflection on the empirical studies and discusses the practice of Japanese pragmatics research.