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Table of Contents
Intro; Preface; Acknowledgements; Contribution of the Book; Organization of the Book; Contents; Abbreviations; List of Figures; List of Tables; Introduction; 1 Key Concepts and Issues; 1.1 Introduction; 1.2 Pragmatics and Pragmatic Competence; 1.3 Speech Act Competence and Development in L1 and L2; 1.4 Teachability of L2 Speech Acts; 1.5 Summary; 2 Developing and Researching L2 Speech Act Competence; 2.1 Introduction; 2.2 Developing L2 Speech Act Competence; 2.2.1 Receiving Instruction in the Classroom; 2.2.2 Exposing Learners to the Target Language, Culture and Norms
2.2.3 Learning from Fellow Learners2.2.4 Complexity of L2 Pragmatic Development; 2.3 Researching L2 Speech Act Production; 2.3.1 Instrumentation to Collect Experimental Data; 2.3.1.1 Written and Oral Discourse Completion Tests; 2.3.1.2 Role Plays; 2.3.1.3 Cartoon Oral Tasks; 2.3.1.4 Retrospective Interviews and Verbal Reports; 2.3.2 Authentic Conversations; 2.4 Summary; 3 Chinese Culture, Language, and L1 and L2 Speech Act Production; 3.1 Introduction; 3.2 Language, Culture and Speech Act Performance
3.4.4 Compliment-Responses3.4.4.1 Compliment-Responses Made by Native Chinese Speakers; 3.4.4.2 Compliment-Responses Made by Chinese Learners of English; 3.4.5 Apologies; 3.4.5.1 Apologies Made by Native Chinese Speakers; 3.4.5.2 Apologies Made by Chinese Learners of English; 3.5 Summary; 4 Trajectory of Chinese English Learners' L2 Speech Act Development; 4.1 Introduction; 4.2 Development of L2 Requests; 4.3 Development of L2 Refusals; 4.4 Development of L2 Complaints; 4.5 Development of L2 Compliment-Responses; 4.6 Development of L2 Apologies
4.7 Trajectoy of Chinese English Learners' L2 Speech Act Development4.8 Summary; 5 Teaching Speech Acts to Chinese Learners of English; 5.1 Introduction; 5.2 Teaching Speech Acts: Instruction Versus Natural Exposure; 5.3 Developing Speech Act Competence in L2 Learners; 5.3.1 Pedagogical Intervention; 5.3.1.1 Noticing the Differences Between L1 and L2; 5.3.1.2 Noticing Sequential Organization and Turn-Taking; 5.3.2 Focusing on Context; 5.4 What Speech Acts to Teach to Chinese Learners of English?
2.2.3 Learning from Fellow Learners2.2.4 Complexity of L2 Pragmatic Development; 2.3 Researching L2 Speech Act Production; 2.3.1 Instrumentation to Collect Experimental Data; 2.3.1.1 Written and Oral Discourse Completion Tests; 2.3.1.2 Role Plays; 2.3.1.3 Cartoon Oral Tasks; 2.3.1.4 Retrospective Interviews and Verbal Reports; 2.3.2 Authentic Conversations; 2.4 Summary; 3 Chinese Culture, Language, and L1 and L2 Speech Act Production; 3.1 Introduction; 3.2 Language, Culture and Speech Act Performance
3.4.4 Compliment-Responses3.4.4.1 Compliment-Responses Made by Native Chinese Speakers; 3.4.4.2 Compliment-Responses Made by Chinese Learners of English; 3.4.5 Apologies; 3.4.5.1 Apologies Made by Native Chinese Speakers; 3.4.5.2 Apologies Made by Chinese Learners of English; 3.5 Summary; 4 Trajectory of Chinese English Learners' L2 Speech Act Development; 4.1 Introduction; 4.2 Development of L2 Requests; 4.3 Development of L2 Refusals; 4.4 Development of L2 Complaints; 4.5 Development of L2 Compliment-Responses; 4.6 Development of L2 Apologies
4.7 Trajectoy of Chinese English Learners' L2 Speech Act Development4.8 Summary; 5 Teaching Speech Acts to Chinese Learners of English; 5.1 Introduction; 5.2 Teaching Speech Acts: Instruction Versus Natural Exposure; 5.3 Developing Speech Act Competence in L2 Learners; 5.3.1 Pedagogical Intervention; 5.3.1.1 Noticing the Differences Between L1 and L2; 5.3.1.2 Noticing Sequential Organization and Turn-Taking; 5.3.2 Focusing on Context; 5.4 What Speech Acts to Teach to Chinese Learners of English?