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Learning second language pragmatics beyond traditional contexts

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Ariadna
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B01=Ana Herraiz-Martínez
B01=Ariadna Sánchez-Hernández
B09=Maurizio Gotti
Category1=Non-Fiction
Category=CFG
Category=UY
COP=Switzerland
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Product details

  • ISBN 9783034334372
  • Weight: 601g
  • Dimensions: 150 x 225mm
  • Publication Date: 28 Dec 2018
  • Publisher: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Publication City/Country: CH
  • Product Form: Hardback
  • Language: English
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Description
The volume Learning second language pragmatics beyond traditional contexts is a collection of studies dealing with the acquisition of second language pragmatic competence in different learning contexts. Such contexts brought together include technology-mediated contexts (e.g. computer-mediated communication, emails), emerging institutional settings in the European context (e.g. CLIL, English-medium instruction, the multilingual classroom), study abroad settings, and natural contexts (e.g. au-pairing, media contact). Altogether, the contributions attempt to move forward the field of second language pragmatics by accounting for learning settings that have gained importance in the current era of globalization and multiculturalism.
About

Ariadna Sánchez-Hernández, PhD., is a postdoctoral scholar of Applied Linguistics at Jaume I University (Spain), and she is also a member of the research group Applied Linguistics to the Teaching of the English Language (LAELA). Her research interests include: L2 pragmatics acquisition in English and in Spanish, interlanguage pragmatics, intercultural competence, and the study abroad context. Her research has been published in different journals including System, Journal of Pragmatics, Porta Linguarum and Atlantis.

Ana Herraiz-Martínez holds a PhD in Applied Linguistics from University Jaume I (Spain), and she is a member of the research member of the research group Applied Linguistics to the Teaching of the English Language (LAELA) at Jaume I University. Her research interests include second language acquisition, interlanguage pragmatics, functional adequacy and the English-medium instruction context.