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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 61 – 80 of 101 61 Introduction: The Multilingual Prism EunYoung Kang; Natalia Sáez In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015) BASE Show details 62 Complex Systems and Applied Linguistics Arieh Sherris In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015) BASE Show details 63 Language Assessment in Practice Beth Clark-Gareca In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 41-46 (2015) (2015) BASE Show details 64 Teaching English Language Learners through Technology Danielle Madrazo In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 63-66 (2015) (2015) BASE Show details 65 Future Directions in Pragmatics Assessment Fred S. Tsutagawa In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015) Abstract: While the discussion of the importance of pragmatic ability arguably begins with Lado (1961), the idea of sociolinguistic or pragmatic competence has been widely recognized as one of four vital communicative competencies since Canale and Swain (1980) and Canale (1983) first introduced their seminal paper on communicative competence over three decades ago. Since then, language testers such as Bachman (1990), Bachman and Palmer (1996), and Purpura (2004) have proposed subsequent models of communicative language ability (CLA) where pragmatic knowledge is featured prominently, but interestingly, the assessment of pragmatic knowledge and ability is still relatively nascent in terms of its research and development. One reason for this is because the measurement of pragmatic knowledge is inherently complex, especially since “one utterance can simultaneously encode multiple pragmatic meanings, and many times, without asking the speaker[s], it is difficult to determine which meanings were implied…[and] which meanings were actually understood” (Purpura, 2004, p. 77). As a result, most pragmatic research has tended to focus on a narrow but more quantifiable band of functional pragmatic topics such as polite and impolite speech, complimenting, use of discourse markers (Rose & Kasper, 2001), and other pragmatic tasks such as apologizing, complaining, giving advice, and inviting that are common in many ESL/EFL textbooks (Vellenga, 2004). But actual “tests of pragmatic ability are few and far between” (Kasper & Rose, 2001, p. 9), with many of the above studies employing written response formats that fail to capture the richness and unplanned nature of authentic discourse. Advances in technology, however, may possibly bridge some of the limitations that have been observed in the pragmatics testing literature thus far. Keyword: Ability testing; Applied linguistics; CLA; Communicative language ability; Education; English language; Foreign speakers; Language acquisition; Language and languages; P118-118.7; PE1-3729; Pragmatics; Pragmatics assessment; Sociolinguistics; Study of language; Teaching language; Technological innovations URL: https://doaj.org/article/a71debcd2cf54879a940fd1cc52edb0e https://doi.org/10.7916/D8SF37TF BASE Hide details 66 Input, interaction, and corrective feedback in L2 learning Natalia Sáez; Rodrigo Segovia In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015) BASE Show details 67 Second Language Reading Research and Instruction: Crossing the Boundaries Jookyoung Jung In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 58-62 (2015) (2015) BASE Show details 68 Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms Mi Sun Park In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015) BASE Show details 69 Multilingualism and the Holistic Approach to Multilingual Education Cheng-Ling Alice Chen In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015) BASE Show details 70 Written Corrective Feedback: A Review of Studies since Truscott (1996) Yuan-Yuan Meng In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015) BASE Show details 71 Formulaic Language: Pushing the Boundaries Timothy Hall In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015) BASE Show details 72 Jokes and the Linguistic Mind Elaine Roberts In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 35-39 (2015) (2015) BASE Show details 73 Second Language Reading and the Role of Grammar Jookyoung Jung In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 29-48 (2015) (2015) BASE Show details 74 Classroom-based Language Assessment: The Case of TAFL Nesrine Basheer In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015) BASE Show details 75 Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction Drew S. Fagan In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015) BASE Show details 76 Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom Chris Hale In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 1-17 (2015) (2015) BASE Show details 77 Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments Lauren Wyner In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 84-99 (2015) (2015) BASE Show details 78 Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life Tara E. Tarpey In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 50-54 (2015) (2015) BASE Show details 79 The Interactional Dimension of LOA: Within and Beyond the Classroom Anna Ciriani Dean In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 50-52 (2015) (2015) BASE Show details 80 The Critical Period Hypothesis: Support, Challenge, and Reconceptualization Andy Schouten In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-16 (2015) (2015) BASE Show details Page: 1 2 3 4 5 6

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