001449755 000__ 03239cam\a2200541\i\4500
001449755 001__ 1449755
001449755 003__ OCoLC
001449755 005__ 20230310004416.0
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001449755 007__ cr\un\nnnunnun
001449755 008__ 220925s2022\\\\si\a\\\\ob\\\\000\0\eng\d
001449755 019__ $$a1345586728
001449755 020__ $$a9789811963520$$q(electronic bk.)
001449755 020__ $$a9811963525$$q(electronic bk.)
001449755 020__ $$z9811963517
001449755 020__ $$z9789811963513
001449755 0247_ $$a10.1007/978-981-19-6352-0$$2doi
001449755 035__ $$aSP(OCoLC)1345580946
001449755 040__ $$aYDX$$beng$$erda$$cYDX$$dGW5XE$$dEBLCP$$dOCLCF$$dOCLCQ
001449755 049__ $$aISEA
001449755 050_4 $$aP99.4.P72
001449755 08204 $$a401/.45$$223/eng/20221004
001449755 1001_ $$aWang, Yuqi$$c(Professor of Spanish literature),$$eauthor.
001449755 24510 $$aL2 pragmatic competence in Chinese EFL routines /$$cYuqi Wang.
001449755 264_1 $$aSingapore :$$bSpringer,$$c[2022]
001449755 264_4 $$c©2022
001449755 300__ $$a1 online resource (ix, 139 pages) :$$billustrations (some color).
001449755 336__ $$atext$$btxt$$2rdacontent
001449755 337__ $$acomputer$$bc$$2rdamedia
001449755 338__ $$aonline resource$$bcr$$2rdacarrier
001449755 4901_ $$aSpringerBriefs in education
001449755 504__ $$aIncludes bibliographical references.
001449755 5050_ $$aAbstract -- List of Tables -- List of Figures -- List of Abbreviations and Acronyms -- Chapter One Introduction -- Chapter Two Literature Review -- Chapter Three Theoretical Foundation -- Chapter Four Research Methodology -- Chapter Five Results -- Chapter Six Discussion -- Chapter Seven Conclusion -- References -- Appendices.
001449755 506__ $$aAccess limited to authorized users.
001449755 520__ $$aThis book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013). It actively integrates multidimensional pragmatic modalitiesincluding both production (initiating and responding) and reception (recognition, comprehension, and perception), together with learners cognitive processesrather than one or two types of task modalities. Focusing more on the Chinese EFL context instead of Japanese or European L1 learners, it also takes advantage of an emerging instrument, the computer-animated elicitation task, for data collection based on authentic oral responses and to avoid "coached" responses. The socio-cognitive approach, proposed by the famous linguistic expert Prof. Istvan Kecskes, is subsequently applied to conduct an in-depth analysis of the data. Hence, the book introduces a new and fruitful theoretical perspective to the traditional L2 pragmatic research field. .
001449755 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed October 4, 2022).
001449755 650_0 $$aPragmatics.
001449755 650_0 $$aEnglish language$$xStudy and teaching$$xChinese speakers.
001449755 650_0 $$aEnglish language$$xAcquisition.
001449755 655_0 $$aElectronic books.
001449755 77608 $$iPrint version: $$z9811963517$$z9789811963513$$w(OCoLC)1338131670
001449755 830_0 $$aSpringerBriefs in education.
001449755 852__ $$bebk
001449755 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-19-6352-0$$zOnline Access$$91397441.1
001449755 909CO $$ooai:library.usi.edu:1449755$$pGLOBAL_SET
001449755 980__ $$aBIB
001449755 980__ $$aEBOOK
001449755 982__ $$aEbook
001449755 983__ $$aOnline
001449755 994__ $$a92$$bISE