none 10.1075/lllt.58.12nic John Benjamins Publishing Company John Benjamins Publishing Company 1757 146129191 4481220 1420417 202507030007000016 10.1075 2025-07-02T18:06:56Z 2023-03-21T01:11:07Z 3 1569-9471 10.1075/lllt https://benjamins.com/ catalog/lllt Alicia Martínez-Flor University Jaume I, Castelló https://ror.org/02ws1xc11 https://orcid.org/0000-0001-8510-6872 Ariadna Sánchez-Hernández Complutense University of Madrid https://ror.org/02p0gd045 https://orcid.org/0000-0001-6231-4927 Júlia Barón University of Barcelona https://ror.org/021018s57 https://orcid.org/0000-0002-8375-0979 Teachers, Learners and the Teaching-Learning Interaction Process This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present pedagogical approaches that bring teachers and learners together in action in the classroom setting. Written by an international team of experts, the volume examines the most relevant topics on instructional pragmatics in a variety of language contexts, including Brazil, China, Germany, Japan, Spain, the United States, and Vietnam. This global perspective represents a key contribution in the current increasingly multilingual and multicultural society. Taken together, the findings presented have diverse research and pedagogical implications, and provide new directions to explore L2 pragmatic competence. This innovative book will be a valuable resource for researchers and graduate students, as well as for language teachers and course developers. 58 4 12 2023 3 21 2023 9789027213662 9789027213655 9789027252890 John Benjamins Publishing Company Amsterdam 10.1075/lllt.58 http://www.jbe-platform.com/content/books/9789027252890 https://www.jbe-platform.com/deliver/fulltext/9789027252890.pdf https://www.degruyter.com/document/doi/10.1075/lllt.58/html Allan Nicholas University of Aizu https://ror.org/02pg0e883 https://orcid.org/0000-0002-6178-3171 Jeremy Perkins University of Aizu https://ror.org/02pg0e883 https://orcid.org/0000-0002-7800-4234 We use a concept-based instruction (CBI) approach to teach L2 English oral requests among Japanese EFL learners. Control (n = 30) and enrichment groups (n = 26) participated in a classroom-based investigation of CBI and requests. The enrichment group engaged in a short CBI programme, while the control group received no instruction. Pre- and post-enrichment phases for both groups consisted of role play-type tasks in dyads, and self-assessment of performances. Comparing these phases, the enrichment group saw a significant increase in self-evaluation scores; similarly, analysis of request performances found significant increases in conversational features and strategies. However, there was no significant change in the ways enrichment group participants connected their language choices to social context. Results are discussed, and implications for classroom practice suggested. 4 12 2023 3 21 2023 293 318 10.1075/lllt.58.12nic https://benjamins.com/catalog/lllt.58.12nic https://www.degruyter.com/document/doi/10.1075/lllt.58.12nic/html How to do things with words Austin 1962 10.1093/applin/5.3.196 10.1017/CBO9780511813085 10.1177/0049124113500475 Strategic interaction: Learning languages through scenarios Di Pietro 1987 10.1016/j.pragma.2016.10.001 Sociocultural theory and the teaching of second languages Ferreira 285 2008 A concept-based approach to teaching: writing through genre analysis 10.1007/978-1-4899-6128-0 Requests and Culture Fukushima 2000 10.2753/RPO1061-0405180284 10.1075/aila.19.07kas Developing conceptual understanding of sarcasm in a second language through concept-based instruction Kim 2013 10.4324/9781351190558-2 10.1017/S0261444820000348 10.4324/9780203813850 An Introduction to Conversation Analysis Liddicoat 2011 10.1177/0265532207077206 Pragmatics for language educators LoCastro 2012 10.1093/elt/cct017 Sociocultural theory and the teaching of second languages Negueruela 189 2008 Revolutionary pedagogies: Learning that leads (to) second language development 10.1093/elt/ccv034 10.1515/ip-2020-5002 10.1558/lst.31492 Dynamic assessment- A Vygotskian approach to understanding and promoting L2 development Poehner 2008 10.3726/978-3-653-04780-6 10.1016/j.pragma.2017.12.005 10.1111/j.1475-682X.1980.tb00018.x Conversational organisation and its development Schegloff 51 1990 On the organisation of sequences as a source of “coherence” in talk-in-interaction Sociocultural theory and the teaching of second languages Serrano-Lopez 321 2008 Materializing linguistic concepts through 3-d clay modeling: A tool-and-result approach to mediating L2 Spanish development Conversation analysis: An introduction Sidnell 2010 10.1111/j.1540-4781.1998.tb01209.x 10.21832/9781783093182 Second language pragmatics Taguchi 2017 10.1075/sidag.19 10.21832/9781783091409 10.1558/lst.33770 10.1111/modl.12318 10.1111/lang.12054 Mind in society: The development of higher psychological processes Vygotsky 1978 10.1080/17501229.2015.1041961