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338008656 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 36 Eb 15 9789027271938 06 10.1075/lllt.36 13 2013008436 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 36 01 lllt.36 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.36 1 B01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 2 B01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 01 eng 284 viii 276 FOR000000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 06 01 Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction. 05 In this lucid and timely edited volume, Taguchi and Sykes bring together three essential areas in 21st century second language research and pedagogy: 1) an emphasis on pragmatics, which inarguably constitutes the heart of the human communicative experience; 2) expert commentary on the use of digital methodologies and instrumentation that support cutting edge interlanguage pragmatics research, and 3) a focus on a wide variety of communication and information technologies that increasingly mediate both ‘free-range’ as well as educationally oriented life experience. Individual chapters provide comprehensive treatments of the pragmatics-technology nexus in areas such as assessment, feedback, and pragmatics development in transcultural communication settings. This foreword-thinking landmark volume represents a major theoretical and empirical statement and is highly relevant to scholars and practitioners in the fields of applied linguistics, second language acquisition, and language education and pedagogy. Steven L. Thorne, Department of World Languages and Literatures, Portland State University (USA), and Department of Applied Linguistics, University of Groningen (Netherlands) 05 The contributors highlight work that ventures into uncharted territories within pragmatics teaching, assessment, and research, and they provide excellent models for continuing with this trend. Moreover, the volume represents a variety of theoretical approaches (e.g., sociocultural theory, skill<br />acquisition theory) and analytical methods and designs (corpus analysis, conversation analysis, microgenetic case studies, and ethnographic and experimental studies). The authors diligently report not only successes but also lessons learned to inform future studies (e.g., Holden and Sykes on the challenges with the design of the Mentira game). Thus, this volume paints a holistic<br />picture of opportunities and challenges in using technology in pragmatics teaching and research. Tetyana Sydorenko, Portland State University, in Studies in Second Language Acquisition 36(4), 2013 05 This book fills up a long-time gap in the evolution of pragmatic research by addressing a variety of topics at the intersection between technology and pragmatics that bring the research in the field into the 21st century. As our forms of communication evolve and become more mediated by new technologies, researchers and students interested in pragmatics will find in each chapter invaluable illustrations of avant-garde research to follow! Marta Gónzalez Lloret, University of Hawai'i at Manoa 04 09 01 https://benjamins.com/covers/475/lllt.36.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213136.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213136.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.36.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.36.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.36.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.36.hb.png 10 01 JB code lllt.36.prelim i iv 4 Prelim pages -1 10 01 JB code lllt.36.toc v vi 2 Table of contents 0 10 01 JB code lllt.36.00con vii viii 2 Miscellaneous 1 10 01 JB code lllt.36.01tag 1 15 15 Article 2 1 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 2 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 10 01 JB code lllt.36.02p1 Section header 3 10 01 JB code lllt.36.03tag 19 41 23 Article 4 1 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi 01 Computer technology has created new options for interlanguage pragmatics analysis. Researchers can now quickly test second language (L2) learner&#8217;s efficiency in processing pragmatic meaning without relying on paper-and-pencil methods. This chapter presents examples of such technology-enhanced analysis in the comprehension of conversational implicature among learners of L2 English. Previous research has examined implicature comprehension by using paper-and-pencil tests that require learners to read or listen to conversations and identify speakers&#8217; implied intentions by responding to multiple-choice questions. My studies have expanded the scope of this practice by introducing a computer-based listening test that measures both accuracy and speed (response times) in comprehension. These two attributes have been measured to illustrate different processing loads encoded in implicature as well as different stages of development in L2 learners&#8217; ability to comprehend implicature. This chapter presents two studies which exemplify the uses of response time data. 10 01 JB code lllt.36.04li 43 69 27 Article 5 1 A01 Shuai Li Li, Shuai Shuai Li 01 This chapter focuses on the amount of pragmatics practice needed for promoting accurate and speedy recognition and production of request-making forms in L2 Chinese. Over four consecutive days, an input group (n = 17) and an output group (n = 17) practiced using target request-making forms via computerized input-based and output-based practice activities, respectively. Meanwhile, a control group (n = 15) did Chinese reading comprehension exercises that did not contain the target pragmatic features. Two computerized instruments (a&#160;pragmatic listening judgment task and an oral discourse completion task) were administered to assess pragmatic development over time. The results showed that, regardless of practice modality (input-based and output-based), four instances of processing target pragmatic features were sufficient to enhance pragmatic performance accuracy, yet more than eight instances were needed for the development of performance speed. 10 01 JB code lllt.36.05syk 71 100 30 Article 6 1 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 01 Recent work in the area of computer assisted language learning has identified multiuser virtual environments (MUVEs) as a beneficial context for second language (L2) pragmatic development. Their potential to mediate individualized learning experiences with just-in-time, personalized feedback is a notable advantage for the learning of L2 pragmatic skills, performance and evaluation strategies, and metapragmatic abilities. However, empirical evidence evaluating their effectiveness for the learning of L2 pragmatics is very limited. This chapter adds to this small body of empirical treatments of L2 pragmatic development in MUVEs. Specifically, it reports on the effectiveness of the use of a synthetic immersive environment (i.e., an MUVE created with an explicit educational orientation) for the development of learners&#8217; apologies in Spanish. Data were collected as part of a larger study addressing L2 pragmatic development in synthetic immersive environments (Sykes, 2008). Utilizing a mixed method, pre-post design, data from twenty-five advanced learners of Spanish were analyzed in terms of participants&#8217; actual pragmalinguistic abilities (pretest/posttest) and perceptive pragmatic abilities (interviews, in-class activities, pre-post survey). Results demonstrate a modest change in pragmatic abilities from pretest to posttest. However, the evidence suggests a strong qualitative shift in learners&#8217; perceptions of their own pragmatic abilities. 10 01 JB code lllt.36.06gon 101 120 20 Article 7 1 A01 Adrienne Gonzales Gonzales, Adrienne Adrienne Gonzales 01 Studies have shown that synchronous computer-mediated communication (SCMC) can improve oral and pragmatic skills of language learners. This chapter analyzes the text-based SCMC conversation closings between native speakers of Spanish and a Spanish language learner in Livemocha, an online social networking site (SNS) designed for language learners. Using a conversation analytical approach, this study describes one learner&#8217;s conversation closing strategies and the evolution of these over the course of one academic year. This chapter discusses how the shift from foreshortened closings to extended closings suggests a change in rapport orientation and, thus, illustrates one component of language socialization within Livemocha. Participant interviews reveal learner perceptions of participation in the SNS and confirm Gee&#8217;s (2004) notion that spaces, and not membership, create the framework in which learning can occur. 10 01 JB code lllt.36.07urz 121 152 32 Article 8 1 A01 Alfredo Urzua Urzua, Alfredo Alfredo Urzua 01 Academic writing involves an understanding of how authors position themselves into their texts, what type of textual presence they adopt, and what kind of relationship they establish with their readers. One way in which self-positioning is accomplished is by the use of personal pronouns, which can be strategically employed to enact pragmatic functions, such as expressing solidarity with readers, taking a position or stand, stating opinions or knowledge claims, or creating distance between author and text. In this paper, I examine a sample of 383 essays generated by two cohorts of second language learners in the context of a university ESL/EAP program. Corpus-based techniques are used to conduct a frequency analysis of first and second person subject pronouns in different types of essays, as well as to determine changes in the use of these pronouns as learners progress through sequential writing courses. In addition, representative essays generated by eight individual learners are examined in order to explore their self-positioning strategies across time and writing tasks. The analyses reveal important shifts in pronominal choice as learners move from one course to the next, and as they attempt to establish a textual presence appropriate to the rhetorical goals of their essays. 10 01 JB code lllt.36.08p2 Section header 9 10 01 JB code lllt.36.09hol 155 183 29 Article 10 1 A01 Christopher L. Holden Holden, Christopher L. Christopher L. Holden University of New Mexico 2 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 01 Digital gaming environments offer a solution to many of the challenges of giving L2 pragmatic feedback by offering scaffolded, just-in-time, meaningful, and individualized feedback (e.g., Sykes, 2009; Sykes, Reinhardt, &#38; Thorne, 2010). The limited work in this area specifically examines different types of multiuser virtual environments such as synthetic immersive environments and massively multiplayer online games. In order to expand this discussion, we analyze four feedback sources in a place-based mobile game &#8211; Mentira (Holden &#38; Sykes, 2011). Utilizing examples drawn from a collection of gameplay data, exit interviews, and in-class participation, we use a design-based research perspective to explore feedback sources related to place-based mobile games. Specifically, we address game feedback, environmental feedback, peer feedback, and instructor feedback as valuable resources for L2 pragmatic development. Implications for both the design and use of feedback in place-based mobile games for L2 pragmatic development are discussed in light of their future application to other learning contexts. 10 01 JB code lllt.36.10tak 185 214 30 Article 11 1 A01 Yumi Takamiya Takamiya, Yumi Yumi Takamiya Gettysburg College, USA 2 A01 Noriko Ishihara Ishihara, Noriko Noriko Ishihara Hosei University, Japan 01 Pragmatic competence is crucial for effective communication in a second/foreign language (L2). While pragmatic competence has been shown to be learnable through formal instruction (e.g., Jeon &#38; Kaya, 2006; Rose &#38; Kasper, 2001), pragmatics is often neglected in L2 curricula or is given lower priority than other skill areas. Yet, pragmatic learning through crosscultural interaction capitalizing on various forms of technology has been investigated in recent studies as well as in this volume. This ethnographic case study is intended to contribute to the literature on technology-assisted pragmatic learning by examining the pragmatic development of one advanced learner of Japanese in the United States as she blogged with her peers and expert Japanese speakers in Japan. Using a sociocultural framework (Lantolf &#38; Thorne, 2006; Vygotsky, 1978), we document the pragmatic awareness and production demonstrated by the focal learner to explore the potential effectiveness of pragmatics-focused instruction through blogging. Pedagogical suggestions are also offered on how to facilitate crosscultural interaction and enhance pragmatic development through telecollaboration via blogging. 10 01 JB code lllt.36.11roe 215 233 19 Article 12 1 A01 Carsten Roever Roever, Carsten Carsten Roever 01 Computer-based testing of pragmatics is becoming more common but is still in its early stages. It offers a number of potential advantages in terms of logistics but potentially also with a positive impact on validity and the breadth of claims that a test can inform. This study discusses current uses of technology in the assessment of pragmatics and exemplifies this through Roever&#8217;s (2005) web-based test of second language pragmatics. The analysis demonstrates the strengths of computer-based testing with regard to its strong practicality and its ability to provide operational information that helps shore up a validity argument, improve reliability, and optimize the item mix. However, the use of technology in Roever&#8217;s or most other tests did not extend construct coverage though it did improve authenticity. Possibilities for future developments are discussed. 10 01 JB code lllt.36.12zha 235 259 25 Article 13 1 A01 Helen Zhao Zhao, Helen Helen Zhao The Chinese University of Hong Kong 2 A01 David Kaufer Kaufer, David David Kaufer Carnegie Mellon University 01 This chapter introduces DocuScope, a text-visualization and analysis software tool. This tool was not originally developed to teach or assess pragmatics; however, it carries a great deal of potential for assessing second language (L2) learners&#8217; ability to produce texts in a variety of genres, suggesting a significant connection with pragmatics in L2 writing. We present a study in which DocuScope was applied to classroom assessment and teaching in rural China. The application of the tool demonstrated that the Chinese EFL students who were assigned different target genres with minimal training were able to write short (200&#8211;500 word) texts that met the specifications of each target genre. Such a result suggests the promise of using DocuScope as a filtering tool to determine whether EFL students have enough &#8220;genre-specific&#8221; English patterns to create texts that are recognizable as appropriate to one or another classroom genre. The implications of this finding for teaching second language writing are discussed. 10 01 JB code lllt.36.13coh 261 269 9 Article 14 1 A01 Andrew D. Cohen Cohen, Andrew D. Andrew D. Cohen 10 01 JB code lllt.36.14syk 271 274 4 Article 15 1 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 2 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 10 01 JB code lllt.36.15ind 275 276 2 Index 16 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20130620 2013 John Benjamins 02 WORLD 13 15 9789027213136 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 95.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 80.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 143.00 USD S 01 05 Consumer price cons 00 54.00 USD S 25008655 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 36 Hb 15 9789027213136 13 2013008436 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 36 01 lllt.36 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.36 1 B01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 2 B01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 01 eng 284 viii 276 FOR000000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 06 01 Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction. 05 In this lucid and timely edited volume, Taguchi and Sykes bring together three essential areas in 21st century second language research and pedagogy: 1) an emphasis on pragmatics, which inarguably constitutes the heart of the human communicative experience; 2) expert commentary on the use of digital methodologies and instrumentation that support cutting edge interlanguage pragmatics research, and 3) a focus on a wide variety of communication and information technologies that increasingly mediate both ‘free-range’ as well as educationally oriented life experience. Individual chapters provide comprehensive treatments of the pragmatics-technology nexus in areas such as assessment, feedback, and pragmatics development in transcultural communication settings. This foreword-thinking landmark volume represents a major theoretical and empirical statement and is highly relevant to scholars and practitioners in the fields of applied linguistics, second language acquisition, and language education and pedagogy. Steven L. Thorne, Department of World Languages and Literatures, Portland State University (USA), and Department of Applied Linguistics, University of Groningen (Netherlands) 05 The contributors highlight work that ventures into uncharted territories within pragmatics teaching, assessment, and research, and they provide excellent models for continuing with this trend. Moreover, the volume represents a variety of theoretical approaches (e.g., sociocultural theory, skill<br />acquisition theory) and analytical methods and designs (corpus analysis, conversation analysis, microgenetic case studies, and ethnographic and experimental studies). The authors diligently report not only successes but also lessons learned to inform future studies (e.g., Holden and Sykes on the challenges with the design of the Mentira game). Thus, this volume paints a holistic<br />picture of opportunities and challenges in using technology in pragmatics teaching and research. Tetyana Sydorenko, Portland State University, in Studies in Second Language Acquisition 36(4), 2013 05 This book fills up a long-time gap in the evolution of pragmatic research by addressing a variety of topics at the intersection between technology and pragmatics that bring the research in the field into the 21st century. As our forms of communication evolve and become more mediated by new technologies, researchers and students interested in pragmatics will find in each chapter invaluable illustrations of avant-garde research to follow! Marta Gónzalez Lloret, University of Hawai'i at Manoa 04 09 01 https://benjamins.com/covers/475/lllt.36.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213136.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213136.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.36.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.36.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.36.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.36.hb.png 10 01 JB code lllt.36.prelim i iv 4 Prelim pages -1 10 01 JB code lllt.36.toc v vi 2 Table of contents 0 10 01 JB code lllt.36.00con vii viii 2 Miscellaneous 1 10 01 JB code lllt.36.01tag 1 15 15 Article 2 1 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 2 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 10 01 JB code lllt.36.02p1 Section header 3 10 01 JB code lllt.36.03tag 19 41 23 Article 4 1 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi 01 Computer technology has created new options for interlanguage pragmatics analysis. Researchers can now quickly test second language (L2) learner&#8217;s efficiency in processing pragmatic meaning without relying on paper-and-pencil methods. This chapter presents examples of such technology-enhanced analysis in the comprehension of conversational implicature among learners of L2 English. Previous research has examined implicature comprehension by using paper-and-pencil tests that require learners to read or listen to conversations and identify speakers&#8217; implied intentions by responding to multiple-choice questions. My studies have expanded the scope of this practice by introducing a computer-based listening test that measures both accuracy and speed (response times) in comprehension. These two attributes have been measured to illustrate different processing loads encoded in implicature as well as different stages of development in L2 learners&#8217; ability to comprehend implicature. This chapter presents two studies which exemplify the uses of response time data. 10 01 JB code lllt.36.04li 43 69 27 Article 5 1 A01 Shuai Li Li, Shuai Shuai Li 01 This chapter focuses on the amount of pragmatics practice needed for promoting accurate and speedy recognition and production of request-making forms in L2 Chinese. Over four consecutive days, an input group (n = 17) and an output group (n = 17) practiced using target request-making forms via computerized input-based and output-based practice activities, respectively. Meanwhile, a control group (n = 15) did Chinese reading comprehension exercises that did not contain the target pragmatic features. Two computerized instruments (a&#160;pragmatic listening judgment task and an oral discourse completion task) were administered to assess pragmatic development over time. The results showed that, regardless of practice modality (input-based and output-based), four instances of processing target pragmatic features were sufficient to enhance pragmatic performance accuracy, yet more than eight instances were needed for the development of performance speed. 10 01 JB code lllt.36.05syk 71 100 30 Article 6 1 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 01 Recent work in the area of computer assisted language learning has identified multiuser virtual environments (MUVEs) as a beneficial context for second language (L2) pragmatic development. Their potential to mediate individualized learning experiences with just-in-time, personalized feedback is a notable advantage for the learning of L2 pragmatic skills, performance and evaluation strategies, and metapragmatic abilities. However, empirical evidence evaluating their effectiveness for the learning of L2 pragmatics is very limited. This chapter adds to this small body of empirical treatments of L2 pragmatic development in MUVEs. Specifically, it reports on the effectiveness of the use of a synthetic immersive environment (i.e., an MUVE created with an explicit educational orientation) for the development of learners&#8217; apologies in Spanish. Data were collected as part of a larger study addressing L2 pragmatic development in synthetic immersive environments (Sykes, 2008). Utilizing a mixed method, pre-post design, data from twenty-five advanced learners of Spanish were analyzed in terms of participants&#8217; actual pragmalinguistic abilities (pretest/posttest) and perceptive pragmatic abilities (interviews, in-class activities, pre-post survey). Results demonstrate a modest change in pragmatic abilities from pretest to posttest. However, the evidence suggests a strong qualitative shift in learners&#8217; perceptions of their own pragmatic abilities. 10 01 JB code lllt.36.06gon 101 120 20 Article 7 1 A01 Adrienne Gonzales Gonzales, Adrienne Adrienne Gonzales 01 Studies have shown that synchronous computer-mediated communication (SCMC) can improve oral and pragmatic skills of language learners. This chapter analyzes the text-based SCMC conversation closings between native speakers of Spanish and a Spanish language learner in Livemocha, an online social networking site (SNS) designed for language learners. Using a conversation analytical approach, this study describes one learner&#8217;s conversation closing strategies and the evolution of these over the course of one academic year. This chapter discusses how the shift from foreshortened closings to extended closings suggests a change in rapport orientation and, thus, illustrates one component of language socialization within Livemocha. Participant interviews reveal learner perceptions of participation in the SNS and confirm Gee&#8217;s (2004) notion that spaces, and not membership, create the framework in which learning can occur. 10 01 JB code lllt.36.07urz 121 152 32 Article 8 1 A01 Alfredo Urzua Urzua, Alfredo Alfredo Urzua 01 Academic writing involves an understanding of how authors position themselves into their texts, what type of textual presence they adopt, and what kind of relationship they establish with their readers. One way in which self-positioning is accomplished is by the use of personal pronouns, which can be strategically employed to enact pragmatic functions, such as expressing solidarity with readers, taking a position or stand, stating opinions or knowledge claims, or creating distance between author and text. In this paper, I examine a sample of 383 essays generated by two cohorts of second language learners in the context of a university ESL/EAP program. Corpus-based techniques are used to conduct a frequency analysis of first and second person subject pronouns in different types of essays, as well as to determine changes in the use of these pronouns as learners progress through sequential writing courses. In addition, representative essays generated by eight individual learners are examined in order to explore their self-positioning strategies across time and writing tasks. The analyses reveal important shifts in pronominal choice as learners move from one course to the next, and as they attempt to establish a textual presence appropriate to the rhetorical goals of their essays. 10 01 JB code lllt.36.08p2 Section header 9 10 01 JB code lllt.36.09hol 155 183 29 Article 10 1 A01 Christopher L. Holden Holden, Christopher L. Christopher L. Holden University of New Mexico 2 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 01 Digital gaming environments offer a solution to many of the challenges of giving L2 pragmatic feedback by offering scaffolded, just-in-time, meaningful, and individualized feedback (e.g., Sykes, 2009; Sykes, Reinhardt, &#38; Thorne, 2010). The limited work in this area specifically examines different types of multiuser virtual environments such as synthetic immersive environments and massively multiplayer online games. In order to expand this discussion, we analyze four feedback sources in a place-based mobile game &#8211; Mentira (Holden &#38; Sykes, 2011). Utilizing examples drawn from a collection of gameplay data, exit interviews, and in-class participation, we use a design-based research perspective to explore feedback sources related to place-based mobile games. Specifically, we address game feedback, environmental feedback, peer feedback, and instructor feedback as valuable resources for L2 pragmatic development. Implications for both the design and use of feedback in place-based mobile games for L2 pragmatic development are discussed in light of their future application to other learning contexts. 10 01 JB code lllt.36.10tak 185 214 30 Article 11 1 A01 Yumi Takamiya Takamiya, Yumi Yumi Takamiya Gettysburg College, USA 2 A01 Noriko Ishihara Ishihara, Noriko Noriko Ishihara Hosei University, Japan 01 Pragmatic competence is crucial for effective communication in a second/foreign language (L2). While pragmatic competence has been shown to be learnable through formal instruction (e.g., Jeon &#38; Kaya, 2006; Rose &#38; Kasper, 2001), pragmatics is often neglected in L2 curricula or is given lower priority than other skill areas. Yet, pragmatic learning through crosscultural interaction capitalizing on various forms of technology has been investigated in recent studies as well as in this volume. This ethnographic case study is intended to contribute to the literature on technology-assisted pragmatic learning by examining the pragmatic development of one advanced learner of Japanese in the United States as she blogged with her peers and expert Japanese speakers in Japan. Using a sociocultural framework (Lantolf &#38; Thorne, 2006; Vygotsky, 1978), we document the pragmatic awareness and production demonstrated by the focal learner to explore the potential effectiveness of pragmatics-focused instruction through blogging. Pedagogical suggestions are also offered on how to facilitate crosscultural interaction and enhance pragmatic development through telecollaboration via blogging. 10 01 JB code lllt.36.11roe 215 233 19 Article 12 1 A01 Carsten Roever Roever, Carsten Carsten Roever 01 Computer-based testing of pragmatics is becoming more common but is still in its early stages. It offers a number of potential advantages in terms of logistics but potentially also with a positive impact on validity and the breadth of claims that a test can inform. This study discusses current uses of technology in the assessment of pragmatics and exemplifies this through Roever&#8217;s (2005) web-based test of second language pragmatics. The analysis demonstrates the strengths of computer-based testing with regard to its strong practicality and its ability to provide operational information that helps shore up a validity argument, improve reliability, and optimize the item mix. However, the use of technology in Roever&#8217;s or most other tests did not extend construct coverage though it did improve authenticity. Possibilities for future developments are discussed. 10 01 JB code lllt.36.12zha 235 259 25 Article 13 1 A01 Helen Zhao Zhao, Helen Helen Zhao The Chinese University of Hong Kong 2 A01 David Kaufer Kaufer, David David Kaufer Carnegie Mellon University 01 This chapter introduces DocuScope, a text-visualization and analysis software tool. This tool was not originally developed to teach or assess pragmatics; however, it carries a great deal of potential for assessing second language (L2) learners&#8217; ability to produce texts in a variety of genres, suggesting a significant connection with pragmatics in L2 writing. We present a study in which DocuScope was applied to classroom assessment and teaching in rural China. The application of the tool demonstrated that the Chinese EFL students who were assigned different target genres with minimal training were able to write short (200&#8211;500 word) texts that met the specifications of each target genre. Such a result suggests the promise of using DocuScope as a filtering tool to determine whether EFL students have enough &#8220;genre-specific&#8221; English patterns to create texts that are recognizable as appropriate to one or another classroom genre. The implications of this finding for teaching second language writing are discussed. 10 01 JB code lllt.36.13coh 261 269 9 Article 14 1 A01 Andrew D. Cohen Cohen, Andrew D. Andrew D. Cohen 10 01 JB code lllt.36.14syk 271 274 4 Article 15 1 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 2 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 10 01 JB code lllt.36.15ind 275 276 2 Index 16 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20130620 2013 John Benjamins 02 WORLD 08 675 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 96 16 01 02 JB 1 00 95.00 EUR R 02 02 JB 1 00 100.70 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 80.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 16 01 gen 02 JB 1 00 143.00 USD 240015107 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 36 Pb 15 9789027213211 13 2013008436 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 36 01 lllt.36 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.36 1 B01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 2 B01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 01 eng 284 viii 276 FOR000000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PRAG Pragmatics 06 01 Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction. 05 In this lucid and timely edited volume, Taguchi and Sykes bring together three essential areas in 21st century second language research and pedagogy: 1) an emphasis on pragmatics, which inarguably constitutes the heart of the human communicative experience; 2) expert commentary on the use of digital methodologies and instrumentation that support cutting edge interlanguage pragmatics research, and 3) a focus on a wide variety of communication and information technologies that increasingly mediate both ‘free-range’ as well as educationally oriented life experience. Individual chapters provide comprehensive treatments of the pragmatics-technology nexus in areas such as assessment, feedback, and pragmatics development in transcultural communication settings. This foreword-thinking landmark volume represents a major theoretical and empirical statement and is highly relevant to scholars and practitioners in the fields of applied linguistics, second language acquisition, and language education and pedagogy. Steven L. Thorne, Department of World Languages and Literatures, Portland State University (USA), and Department of Applied Linguistics, University of Groningen (Netherlands) 05 The contributors highlight work that ventures into uncharted territories within pragmatics teaching, assessment, and research, and they provide excellent models for continuing with this trend. Moreover, the volume represents a variety of theoretical approaches (e.g., sociocultural theory, skill<br />acquisition theory) and analytical methods and designs (corpus analysis, conversation analysis, microgenetic case studies, and ethnographic and experimental studies). The authors diligently report not only successes but also lessons learned to inform future studies (e.g., Holden and Sykes on the challenges with the design of the Mentira game). Thus, this volume paints a holistic<br />picture of opportunities and challenges in using technology in pragmatics teaching and research. Tetyana Sydorenko, Portland State University, in Studies in Second Language Acquisition 36(4), 2013 05 This book fills up a long-time gap in the evolution of pragmatic research by addressing a variety of topics at the intersection between technology and pragmatics that bring the research in the field into the 21st century. As our forms of communication evolve and become more mediated by new technologies, researchers and students interested in pragmatics will find in each chapter invaluable illustrations of avant-garde research to follow! Marta Gónzalez Lloret, University of Hawai'i at Manoa 04 09 01 https://benjamins.com/covers/475/lllt.36.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027213136.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027213136.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.36.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.36.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.36.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.36.pb.png 10 01 JB code lllt.36.prelim i iv 4 Prelim pages -1 10 01 JB code lllt.36.toc v vi 2 Table of contents 0 10 01 JB code lllt.36.00con vii viii 2 Miscellaneous 1 10 01 JB code lllt.36.01tag 1 15 15 Article 2 1 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 2 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 10 01 JB code lllt.36.02p1 Section header 3 10 01 JB code lllt.36.03tag 19 41 23 Article 4 1 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi 01 Computer technology has created new options for interlanguage pragmatics analysis. Researchers can now quickly test second language (L2) learner&#8217;s efficiency in processing pragmatic meaning without relying on paper-and-pencil methods. This chapter presents examples of such technology-enhanced analysis in the comprehension of conversational implicature among learners of L2 English. Previous research has examined implicature comprehension by using paper-and-pencil tests that require learners to read or listen to conversations and identify speakers&#8217; implied intentions by responding to multiple-choice questions. My studies have expanded the scope of this practice by introducing a computer-based listening test that measures both accuracy and speed (response times) in comprehension. These two attributes have been measured to illustrate different processing loads encoded in implicature as well as different stages of development in L2 learners&#8217; ability to comprehend implicature. This chapter presents two studies which exemplify the uses of response time data. 10 01 JB code lllt.36.04li 43 69 27 Article 5 1 A01 Shuai Li Li, Shuai Shuai Li 01 This chapter focuses on the amount of pragmatics practice needed for promoting accurate and speedy recognition and production of request-making forms in L2 Chinese. Over four consecutive days, an input group (n = 17) and an output group (n = 17) practiced using target request-making forms via computerized input-based and output-based practice activities, respectively. Meanwhile, a control group (n = 15) did Chinese reading comprehension exercises that did not contain the target pragmatic features. Two computerized instruments (a&#160;pragmatic listening judgment task and an oral discourse completion task) were administered to assess pragmatic development over time. The results showed that, regardless of practice modality (input-based and output-based), four instances of processing target pragmatic features were sufficient to enhance pragmatic performance accuracy, yet more than eight instances were needed for the development of performance speed. 10 01 JB code lllt.36.05syk 71 100 30 Article 6 1 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes 01 Recent work in the area of computer assisted language learning has identified multiuser virtual environments (MUVEs) as a beneficial context for second language (L2) pragmatic development. Their potential to mediate individualized learning experiences with just-in-time, personalized feedback is a notable advantage for the learning of L2 pragmatic skills, performance and evaluation strategies, and metapragmatic abilities. However, empirical evidence evaluating their effectiveness for the learning of L2 pragmatics is very limited. This chapter adds to this small body of empirical treatments of L2 pragmatic development in MUVEs. Specifically, it reports on the effectiveness of the use of a synthetic immersive environment (i.e., an MUVE created with an explicit educational orientation) for the development of learners&#8217; apologies in Spanish. Data were collected as part of a larger study addressing L2 pragmatic development in synthetic immersive environments (Sykes, 2008). Utilizing a mixed method, pre-post design, data from twenty-five advanced learners of Spanish were analyzed in terms of participants&#8217; actual pragmalinguistic abilities (pretest/posttest) and perceptive pragmatic abilities (interviews, in-class activities, pre-post survey). Results demonstrate a modest change in pragmatic abilities from pretest to posttest. However, the evidence suggests a strong qualitative shift in learners&#8217; perceptions of their own pragmatic abilities. 10 01 JB code lllt.36.06gon 101 120 20 Article 7 1 A01 Adrienne Gonzales Gonzales, Adrienne Adrienne Gonzales 01 Studies have shown that synchronous computer-mediated communication (SCMC) can improve oral and pragmatic skills of language learners. This chapter analyzes the text-based SCMC conversation closings between native speakers of Spanish and a Spanish language learner in Livemocha, an online social networking site (SNS) designed for language learners. Using a conversation analytical approach, this study describes one learner&#8217;s conversation closing strategies and the evolution of these over the course of one academic year. This chapter discusses how the shift from foreshortened closings to extended closings suggests a change in rapport orientation and, thus, illustrates one component of language socialization within Livemocha. Participant interviews reveal learner perceptions of participation in the SNS and confirm Gee&#8217;s (2004) notion that spaces, and not membership, create the framework in which learning can occur. 10 01 JB code lllt.36.07urz 121 152 32 Article 8 1 A01 Alfredo Urzua Urzua, Alfredo Alfredo Urzua 01 Academic writing involves an understanding of how authors position themselves into their texts, what type of textual presence they adopt, and what kind of relationship they establish with their readers. One way in which self-positioning is accomplished is by the use of personal pronouns, which can be strategically employed to enact pragmatic functions, such as expressing solidarity with readers, taking a position or stand, stating opinions or knowledge claims, or creating distance between author and text. In this paper, I examine a sample of 383 essays generated by two cohorts of second language learners in the context of a university ESL/EAP program. Corpus-based techniques are used to conduct a frequency analysis of first and second person subject pronouns in different types of essays, as well as to determine changes in the use of these pronouns as learners progress through sequential writing courses. In addition, representative essays generated by eight individual learners are examined in order to explore their self-positioning strategies across time and writing tasks. The analyses reveal important shifts in pronominal choice as learners move from one course to the next, and as they attempt to establish a textual presence appropriate to the rhetorical goals of their essays. 10 01 JB code lllt.36.08p2 Section header 9 10 01 JB code lllt.36.09hol 155 183 29 Article 10 1 A01 Christopher L. Holden Holden, Christopher L. Christopher L. Holden University of New Mexico 2 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 01 Digital gaming environments offer a solution to many of the challenges of giving L2 pragmatic feedback by offering scaffolded, just-in-time, meaningful, and individualized feedback (e.g., Sykes, 2009; Sykes, Reinhardt, &#38; Thorne, 2010). The limited work in this area specifically examines different types of multiuser virtual environments such as synthetic immersive environments and massively multiplayer online games. In order to expand this discussion, we analyze four feedback sources in a place-based mobile game &#8211; Mentira (Holden &#38; Sykes, 2011). Utilizing examples drawn from a collection of gameplay data, exit interviews, and in-class participation, we use a design-based research perspective to explore feedback sources related to place-based mobile games. Specifically, we address game feedback, environmental feedback, peer feedback, and instructor feedback as valuable resources for L2 pragmatic development. Implications for both the design and use of feedback in place-based mobile games for L2 pragmatic development are discussed in light of their future application to other learning contexts. 10 01 JB code lllt.36.10tak 185 214 30 Article 11 1 A01 Yumi Takamiya Takamiya, Yumi Yumi Takamiya Gettysburg College, USA 2 A01 Noriko Ishihara Ishihara, Noriko Noriko Ishihara Hosei University, Japan 01 Pragmatic competence is crucial for effective communication in a second/foreign language (L2). While pragmatic competence has been shown to be learnable through formal instruction (e.g., Jeon &#38; Kaya, 2006; Rose &#38; Kasper, 2001), pragmatics is often neglected in L2 curricula or is given lower priority than other skill areas. Yet, pragmatic learning through crosscultural interaction capitalizing on various forms of technology has been investigated in recent studies as well as in this volume. This ethnographic case study is intended to contribute to the literature on technology-assisted pragmatic learning by examining the pragmatic development of one advanced learner of Japanese in the United States as she blogged with her peers and expert Japanese speakers in Japan. Using a sociocultural framework (Lantolf &#38; Thorne, 2006; Vygotsky, 1978), we document the pragmatic awareness and production demonstrated by the focal learner to explore the potential effectiveness of pragmatics-focused instruction through blogging. Pedagogical suggestions are also offered on how to facilitate crosscultural interaction and enhance pragmatic development through telecollaboration via blogging. 10 01 JB code lllt.36.11roe 215 233 19 Article 12 1 A01 Carsten Roever Roever, Carsten Carsten Roever 01 Computer-based testing of pragmatics is becoming more common but is still in its early stages. It offers a number of potential advantages in terms of logistics but potentially also with a positive impact on validity and the breadth of claims that a test can inform. This study discusses current uses of technology in the assessment of pragmatics and exemplifies this through Roever&#8217;s (2005) web-based test of second language pragmatics. The analysis demonstrates the strengths of computer-based testing with regard to its strong practicality and its ability to provide operational information that helps shore up a validity argument, improve reliability, and optimize the item mix. However, the use of technology in Roever&#8217;s or most other tests did not extend construct coverage though it did improve authenticity. Possibilities for future developments are discussed. 10 01 JB code lllt.36.12zha 235 259 25 Article 13 1 A01 Helen Zhao Zhao, Helen Helen Zhao The Chinese University of Hong Kong 2 A01 David Kaufer Kaufer, David David Kaufer Carnegie Mellon University 01 This chapter introduces DocuScope, a text-visualization and analysis software tool. This tool was not originally developed to teach or assess pragmatics; however, it carries a great deal of potential for assessing second language (L2) learners&#8217; ability to produce texts in a variety of genres, suggesting a significant connection with pragmatics in L2 writing. We present a study in which DocuScope was applied to classroom assessment and teaching in rural China. The application of the tool demonstrated that the Chinese EFL students who were assigned different target genres with minimal training were able to write short (200&#8211;500 word) texts that met the specifications of each target genre. Such a result suggests the promise of using DocuScope as a filtering tool to determine whether EFL students have enough &#8220;genre-specific&#8221; English patterns to create texts that are recognizable as appropriate to one or another classroom genre. The implications of this finding for teaching second language writing are discussed. 10 01 JB code lllt.36.13coh 261 269 9 Article 14 1 A01 Andrew D. Cohen Cohen, Andrew D. Andrew D. Cohen 10 01 JB code lllt.36.14syk 271 274 4 Article 15 1 A01 Julie M. Sykes Sykes, Julie M. Julie M. Sykes University of New Mexico 2 A01 Naoko Taguchi Taguchi, Naoko Naoko Taguchi Carnegie Mellon University 10 01 JB code lllt.36.15ind 275 276 2 Index 16 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20130620 2013 John Benjamins 02 WORLD 08 520 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 21 24 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 24 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 24 01 gen 02 JB 1 00 54.00 USD