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Intro -- Task-Based Approaches to Teaching and Assessing Pragmatics -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgement -- Series editors’ preface -- 1. Task-based approaches to teaching and assessing pragmatics -- Characteristics of tasks in TBLT -- Instructional activities in L2 pragmatics -- Coding and analysis of instructional features -- Trends of instructional features in L2 pragmatics -- Tasks in TBLT and pragmatics teaching: What each field can offer -- Chapters in this book -- References -- 2. Learning of Korean honorifics through collaborative tasks -- Introduction -- Background -- Pragmatics and Task-Based Language Teaching -- Heritage language learners during collaborative tasks -- Purpose of the study -- Methods -- Participants -- Target pragmalinguistic forms: Korean honorifics -- Instructional materials: Collaborative writing tasks -- Assessment of learning outcome: Discourse completion test and acceptability judgment test -- Exploration of student perception: Post-interaction questionnaire -- Data collection procedure -- Pragmatics-Related Episode (PRE) coding -- Statistical analysis -- Results -- Development of productive knowledge of Korean honorifics -- Development of receptive knowledge of Korean honorifics -- Occurrence of PREs during collaborative tasks -- Student perceptions of interactions -- Discussion -- Conclusion -- References -- 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators -- Introduction -- Background -- Pragmatic instruction -- Task implementation, collaborative dialogue and pragmatic knowledge -- Research questions -- Method -- Participants -- Materials -- Procedure -- Week 1. Pre-test -- Week 2. Day 1 and Day 2 -- Week 3. Day 1 (TSLT session 1), Day 2 (TSLT session 2) and Day 3 (TSLT session 3) -- TSLT sessions -- Week 4. Post-test -- Week 8. Delayed post-test -- Data analysis -- Results -- Discussion -- Conclusion, limitations and pedagogical implications -- Acknowledgements -- References -- 4. Task complexity effects on interaction during a collaborative persuasive writing task -- Introduction -- Background -- L2 pragmatics and genre -- The Cognition Hypothesis: Task complexity and interaction-driven learning opportunities -- Collaborative writing -- Purpose of the study -- Methods -- Participants -- Instructional targets: Rhetorical moves and linguistic forms in a persuasive essay -- Conceptualization of task in this study -- Operationalization of task complexity -- Data collection procedures -- Data analysis procedures -- Results -- Pre-writing negotiation over the essay’s outline -- During-writing negotiation over sources of trouble and actions to take -- Discussion -- Limitations and directions for future research -- References -- Appendix A. Transcription conventions -- (adapted from Sacks, Schegloff, & Jefferson, 1974) -- 5. Task modality effects on Spanish learners’ interlanguage pragmatic development -- Introduc.
tion -- Literature review -- Interlanguage pragmatics -- Previous research on instruction of pragmatics -- Task-based language teaching research -- Teaching pragmatics via tasks -- Task modality -- Purpose of the study -- Methods -- Anchor 135 -- Participants -- Instructional pragmatic targets -- Instructional task -- Assessment materials -- Procedure -- Data coding -- Reliability and analysis -- Results -- Discussion -- Conclusion -- References -- Appendix A -- 6. Developing pragmatic competence through tasks in EFL contexts -- Introduction -- Background -- TBLT and pragmatics -- Speech acts as a measure of pragmatic knowledge -- Proficiency in TBLT and L2 pragmatics studies -- Purpose of the study and research questions -- Methodology -- Participants -- Materials and procedure -- Proficiency test -- Test tasks -- Treatment tasks -- Data coding and analysis -- Results -- Research Question 1 -- Research Question 2 -- Research Question 3 -- Discussion -- Limitations and future research -- Conclusion -- Acknowledgements -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development -- Introduction -- Background -- TBLT and pragmatics -- The independent measurement of task complexity -- Task grading and sequencing -- Measuring pragmatic competence -- Research questions -- Methods -- Participants -- Tasks -- Expert judgments via online questionnaires -- Operationalization of task complexity and task sequencing -- Input frequency -- Causal reasoning -- Intentional reasoning -- Number of elements -- Operationalization of task sequencing -- Specific data collection procedures -- Statistical tools and procedures -- Results -- Research Question 1 -- Research Question 2 -- Discussion -- Conclusion -- References -- 8. Pragmatics, tasks, and technology -- Introduction -- Supporting pragmatic development with technology and tasks: A précis -- Shall pragmatics and cognitive task complexity meet? -- Needs analysis -- Future research directions -- Conclusion -- References -- 9. Task design and validity evidence for assessment of L2 pragmatics in interaction -- Introduction -- Background -- Assessing pragmatic competence in interaction and validity challenges -- Role-plays as assessment tasks and eliciting validity evidence -- The present study -- Methods -- Participants -- Examinees -- Interlocutors -- Raters -- Test instruments -- Role-plays -- Rating criteria -- Procedures -- Test administration -- Rater training -- Rating -- Data analysis -- Conversation analysis -- Multi-faceted Rasch measurement -- Results -- Conversation Analysis (CA) findings -- Recommendation letter request role-play -- Additional advising time request role-play -- Refusing a professor’s request role-play -- Deciding a meeting time -- Deciding a meeting mode -- Multi-faceted Rasch Measurement analysis -- Discussion -- Conclusion -- References -- Appendix A. Role-play with a p.
rofessor and role-play cards -- Role-play 1 (with a professor) -- Appendix C. CA transcription notation (Atkinson & Heritage, 1984) -- 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance -- Introduction -- Literature review -- Pragmatics in L2 pedagogy -- Pragmatics and TBLT -- Research questions -- Methodology -- Data -- Anchor 84 -- Tasks and analysis of discourse appropriacy -- Data analysis procedures -- Results -- Discussion -- Conclusion -- Acknowledgements -- References -- Appendix A -- 11. Assessing functional adequacy of L2 performance in a task-based approach -- Introduction -- Assessment of L2 pragmatics -- The construction of a rating scale for functional adequacy -- Methodology -- Participants -- L2 learners -- Tasks -- Rating procedure -- Data analysis -- Results -- Interrater reliability -- Correlations between dimensions of functional adequacy -- Correlations between task 1 and task 2 -- Raters’ perceptions of functional adequacy -- Discussion -- Conclusion -- Acknowledgements -- References -- Appendix A. Scale for rating the functional adequacy of oral tasks -- Appendix B. Target task (Task 2 -- writing) -- Appendix C. Written and oral text samples (Dutch and Italian) -- 12. Pragmatics in task-based language assessment -- Introduction -- Tasks and task characteristics -- Task selection and development in TBLA -- Developing rating criteria to evaluate task performance: Different approaches and challenges -- Task-based pragmatics assessments in practice -- TBPrA in language for specific purpose assessments -- TBPrA in educational assessments -- TBPrA in assessment research -- Concluding remarks -- References -- Bio notes -- Index -- .