Researching and Teaching Second Language Speech Acts in the Chinese Context

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.

Autorentext
Dr. Cynthia Lee is Associate Professor of Centre for Applied English Studies at the University of Hong Kong. Interlanguage pragmatics is one of her research areas. Over the past 12 years, she has secured two prestigious government-fund research grants to investigate the acquisition and development of L2 speech acts of Chinese learners of English from childhood to their teens, and has published numerous articles in pragmatics journals, including Pragmatics, International Review of Pragmatics, Lodz Papers in Pragmatics, Intercultural Pragmatics, and Journal of Pragmatics. A book chapter on Chinese English learners' speech act behaviours and Chinese culture will appear in Chen's edited volume Politeness Phenomena Across Chinese Genres, published by Equinox in October, 2017. She has also taught the postgraduate courses of Pragmatics Learning and Teaching, Discourse Analysis and Second Language Acquisition.

Inhalt
Prologue
PrefaceIntroductionContributions of the BookOrganization of the Book
Chapter One1.1 Introduction1.2 Pragmatics1.3 Speech Act Competence and Development in L1 and L21.4 Teachability of L2 Speech Acts 1.5 Summary
Chapter Two2.1 Introduction2.2 Developing L2 Speech Act Competence2.3 Researching L2 Speech Act Competence2.4 Summary
Chapter Three3.1 Introduction3.2 Culture and Speech Act Performance3.3 Chinese Cultural Concepts for Interpersonal Communication Limiao (politeness) and Mianzi (facework)3.4 Influence of Chinese Cultural Norms and Language on Chinese and English Speech Act Performances3.5 Summary

Chapter Four4.1 Introduction4.2 Development of L2 Requests4.3 Development of L2 Apologies4.4 Development of L2 Compliment-responses4.5 Development of L2 Refusals4.6 Development of L2 Complaints4.7 Trajectory of Chinese English Learners' L2 Speech Act Development4.8 Summary
Chapter Five5.1 Introduction5.2 Teaching Speech Acts: Instruction Versus Natural Exposure5.3 Developing Speech Act Competence5.4 What Speech Acts to Teach to Chinese Learners of English?5.5 How to Develop Speech Act Competence for Chinese Learners of English? Practical Ideas and Teaching Materials5.6 Summary
Chapter Six6.1 Introduction6.2 Importance of Understanding Learners' L1 and L2 Speech Act Performance6.3 Allowing Space for L2 Learners to Make Their Own Choices and Respect Their Decisions6.4 The Ways Forward