Chapter 1: An Introduction to Pragmatics for Learners and Teachers Chapter 2: The Development of Pragmatic Ability (with Lauren Wyner) Chapter 3: The Handling of Pragmatics by Native and Nonnative Teachers Chapter 4: What Native and Nonnative Teachers Know About Pragmatics and What They Report Doing Chapter 5: Basic Issues in the Teaching of Pragmatics (with Lauren Wyner) Chapter 6: Ideas for Teaching Pragmatics and for Motivating Learners Chapter 7: The Role of Technology in Teaching and Learning Pragmatics Chapter 8: The Learning of Pragmatics Chapter 9: The Assessment of Pragmatics Chapter 10: Researching Pragmatics Chapter 11: Conclusions References Acronyms Used in the Book
Andrew D. Cohen is Professor Emeritus, University of Minnesota, USA. He has published extensively in the areas of pragmatics, language assessment, and language learner strategies, and frequently presents his research at international conferences. He was the recipient of the 2006 Distinguished Scholarship and Service Award from the American Association for Applied Linguistics (AAAL). He is also a hyperpolyglot, currently learning his 13th language, Mandarin.
This innovative book takes a fresh perspective on learning, teaching and assessing pragmatics. It manages to be both scholarly and highly practical, and its coverage of pragmatics instruction by non-native speaker teachers makes a unique and much needed contribution to the field. * Carsten Roever, University of Melbourne, Australia * This book is a significant and timely contribution to the area of teaching pragmatics. Being aware that it is difficult to define what native and nonnative speaker means, Cohen's book takes a close look at teaching and learning pragmatics, providing material in a number of different languages and cultures. It will be read with interest by any teacher educator and researcher. * Eva Alcon Soler, Universitat Jaume I, Spain * This book is a timely addition to the field, helping us move from the native-nonnative distinction to native-nonnative collaboration when teaching pragmatics in a language classroom. A variety of personal experiences and episodes used to illustrate theories, research, and practice make the content of pragmatics fully accessible to teachers and students. This book is the ideal companion for practitioners and researchers who wish to gain a thorough understanding of issues related to pragmatics learning in a global context. * Naoko Taguchi, Carnegie Mellon University, USA *