Researching and Teaching Second Language Speech Acts in the Chinese Context

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Language Arts, Linguistics
Cover of the book Researching and Teaching Second Language Speech Acts in the Chinese Context by Cynthia Lee, Springer Singapore
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Author: Cynthia Lee ISBN: 9789811089800
Publisher: Springer Singapore Publication: June 2, 2018
Imprint: Springer Language: English
Author: Cynthia Lee
ISBN: 9789811089800
Publisher: Springer Singapore
Publication: June 2, 2018
Imprint: Springer
Language: English

This book contributes to the literature of interlanguage pragmatics by building an interface between researching and teaching speech acts in the Chinese context. It is written for researchers, language educators, classroom teachers and readers who are interested in interlanguage pragmatics research, acquisition and teaching, with particular reference to speech acts performed by Chinese learners of English, and their relationships with the learners’ first language and cultural concepts. It provides a more advanced understanding of the production and development of speech acts of Chinese learners of English from the cross-linguistic, cross-cultural, L1 and L2 developmental perspectives, drawing on relevant second language acquisition theoretical frameworks. It also recommends research-informed pedagogies that are applicable to other learners of English.

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This book contributes to the literature of interlanguage pragmatics by building an interface between researching and teaching speech acts in the Chinese context. It is written for researchers, language educators, classroom teachers and readers who are interested in interlanguage pragmatics research, acquisition and teaching, with particular reference to speech acts performed by Chinese learners of English, and their relationships with the learners’ first language and cultural concepts. It provides a more advanced understanding of the production and development of speech acts of Chinese learners of English from the cross-linguistic, cross-cultural, L1 and L2 developmental perspectives, drawing on relevant second language acquisition theoretical frameworks. It also recommends research-informed pedagogies that are applicable to other learners of English.

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