Teaching and assessing L2 pragmatics: What can we expect from learners?

By Andrew Dight Cohen. Language Teaching, 2008

130 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5e1f8a3a311298a3ef53b332bbacbb093006f1c7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Donna Sharpless
2. Naoko Taguchi
3. Camilla Vásquez
4. K. Bardovi-Harlig

In Literature and Literary Theory

1. Donna Sharpless
2. Naoko Taguchi
3. Camilla Vásquez

Citations in the corpus

• Teaching Pragmatics: Trends and Issues (2011, background): “Despite this importance, the knowledge and beliefs held by teachers about sociocultural aspects of language and effective techniques for teaching pragmatics have rarely been addressed (Cohen, 2008; Eslami-Rasekh, 2005).”
• Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “, as well as in a meta-analysis (Jeon & Kaya 2006) and a line of major review articles on instructional pragmatics (e.g., Kasper & Rose 1999, 2002; Kasper & Roever 2005; Rose 2005; Cohen 2008; Takahashi 2010a, 2010b; Taguchi 2011).”
• The Role of Pragmatics in the Master's TESOL Curriculum: Findings From a Nationwide Survey (2009, background): “Cohen (2008), for example, describes the fl urry of research activity in this area during the present decade as a “veritable upsurge” (p. 215), citing seven book-length publications on pragmatics and language learning from the last few years (i.e., Barron, 2003; BardoviHarlig & Hartford, 2005;…”