Table of Contents

ContentsList of Tables, Figures and AppendicesContributorsIntroduction: Second language pragmatics for intercultural understandingTROY MCCONACHY AND ANTHONY J. LIDDICOAT1. Negotiating politeness practices and interpersonal connections in L2 Japanese: Insights from study abroad narrativesTroy McConachy and Hanako Fujino2. "But in England they're certainly very polite, so you mustn't forget that": Young EFL learners making sense of pragmatic practicesMilica Savic and Anders Myrset3. Exploring framing categories in language learners' intercultural positioning: "Asia" and "the West"Barbara Pizziconi4. Literary pragmatics and intercultural dialogue in the beginning language class: A study in social readingPeju Alfred and Chantelle Warner5. Mixed-culture discussion activities as a tool for developing pragmatic and intercultural awarenessAndrew Barke and Momoyo Shimazu6. Concept-Based Instruction for teaching and learning L2 (im)politenessNatalia Morollon-Marti7. Co-constructing non-essentialist pedagogy: Supporting teachers to support learners' translingual agency through L2 pragmatics instructionNoriko Ishihara and Adriana Porcellato8. Intercultural competence and pragmatics in the L2 classroom: Views of in-service EFL teachers in primary, secondary, and adult educationGila A. Schauer9. Towards a new measurement of intercultural competence: Assessing the pragmatic competence of intercultural speakersAriadna Sanchez-Hernandez and Carmen Maiz-Arevalo

About the Author

Troy McConachy is Associate Professor in Applied Linguistics at University of Warwick, UK. His research focuses on how the teaching and learning of L2 pragmatics can contribute to intercultural understanding, looking at the relationship between pragmatics and culture, metapragmatic awareness, classroom discourse, and teacher education.Anthony J. Liddicoat is Professor in the Department of Applied Linguistics at University of Warwick, UK, and Adjunct Professor in Justice and Society at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning.