Salvatore Attardo - Pragmatics and its Applications to TESOL and SLA

Salvatore Attardo and Lucy Pickering

This edition first published 2021

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1 Cover

2 Title page Pragmatics and its applications to TESOL and SLA Salvatore Attardo and Lucy Pickering

3 Copyright

4 Table of Contents

5 List of Tables

6 List of Figures

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