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A minor literature(?) at interregnum: whither Hong Kong’s English writing?
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42 |
The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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43 |
The ordinary semiotic landscape of an unordinary place: spatiotemporal disjunctures in Incheon’s Chinatown
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44 |
Enacting equality: rethinking emancipation and adult education with Jacque Rancière
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45 |
Helping international master’s students navigate dissertation supervision: research-informed discussion and awareness-raising activities
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46 |
The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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47 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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48 |
Teaching Manga as a phenomenon of global commodity production and consumption
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49 |
The laryngoscope and 19th century British understanding of laryngeal movements
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51 |
Keeping going in austere times: the declining spaces for adult widening participation in Higher Education in England
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52 |
Imagination as a key factor in LMLS in transnational families
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53 |
When elephants fly: the lift-off of emotion research in applied linguistics
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56 |
Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
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58 |
New Trends in Pragmatics Assessment Research: An Introduction
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Abstract:
Even though it can be argued that pragmatics is an important element of the second language (L2) assessment research agenda, a number of challenges have consistently surfaced in this field. For example, adequate coverage of the construct has been consistently formidable, particularly considering that many studies take an atomistic view of pragmatics through their focus on speech acts rather than on contextualized language use (Roever, 2010). Likewise, issues of practicality and benchmarking remain underdeveloped, and understanding regarding the hierarchy of different types of pragmatic meanings continues to be limited (Roever, 2012, 2014). However, in recent years, there have been several attempts to expand our understanding of L2 pragmatics. As illustration, new models of pragmatic ability have been proposed (Purpura, 2017; Timpe-Laughlin, Wain, & Schmidgall, 2015), and it is hoped that these theoretical developments lead to practical applications in L2 pragmatics research and pedagogy.
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Keyword:
Applied linguistics; Applied linguistics--Research; Educational evaluation; Pragmatics; Second language acquisition
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URL: https://doi.org/10.7916/d8-kavw-8c30
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60 |
An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda
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