Intercultural Language Use and Language Learning不同文化间的语言使用与语言学习

书籍目录

Acknowledgements  Introduction 1 What Is an `Intercultural Speaker'? 2 Linguistic Unity and Cultural Diversity in Europe: Implications for Research on English Language and Learning 3 Rethinking the Role of Communicative Competence in Language Teaching 4 Dealing with Intercultural Communicative Competence in the Foreign Language Classroom 5 A Role for English as Lingua France in the Foreign6 Writing-to-learn in Instructed Language Learning Contexts 7 The Acquisition of Pragmatic Competence and Multilingualism in Foreign Language Contexts 8 Interindividual Variation in Self-perceived Oral Proficiency of English L2 Users 9 Pragmatic Production of Third Language Learners: A Focus on Request External Modification Items 10 North Korean Schools in Japan: An Observation of Quasi-Native Heritage Language Use in Teaching English as a Third Language 11 Examining Mitigation in Requests: A Focus on Transcripts in ELT Coursebooks 12 The Presentation and Practice of the Communicative Act of Requesting in Textbooks: Focusing on Modifiers 13 Analysing Request Modification Devices in Films: Implications for Pragmatic Learning in Instructed Foreign Language Contexts Index

作者简介

This volume attempts to address an issue that deserves further attention on the part of language acquisition researchers: that of intercultural learners in instructed language contexts. Given the fact that most speech communities where such learning takes place are at least bilingual, and the idea that English is studied for the purposes of communication among people from different cultures, the book focuses on English learners as intercultural speakers. In so doing, the volume brings together three main research areas: those of the study of English as a lingua franca, the development of communicative competence and the use and acquisition of a language beyond a second one in instructed contexts. 　　This book is for researchers with an interest in the field of second/foreign language acquisition and use, scholars examining learner variables in instructional contexts, and scholars adopting a sociolinguistic perspective in the study of oral discourse and languages in contact.

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