01552nam a2200181   4500999001500000020001500015082001800030245008500048260005200133300001100185505094600196650001801142650004701160700002001207700002101227942000801248952011401256  c7375d7375  a0521008581  a418.0071 ROSK  aPragmatics in language teaching /cEdited by Kenneth R.Rose and Gabriele Kasper   aNew York :bCambridge University Press, c2001.  a368 p.  a1. Pragmatics in language teaching; 2. Evaluating the empirical evidence: Grounds for instruction in pragmatics?; 3. Classroom research on interlanguage pragmatics; Pragmatic and grammatical awareness: A function of learning environment?; 5. Why can't learners of JFL distinguish polite form impolite speech styles?; 6. A longitudinal study of the development of expression of alignment in JFL; 7. Acquiring French interactional norms through instruction; 8. Inductive and deductive teaching of compliments and compliment responses; 9. The role of input enhancement in developing pragmatic competence; 10. Explicit and implicit teaching of pragmatic routines: Japanese sumimasen; 11. Explicit instruction and JFL learners' use of interactional discourse markers; 12. Use of address terms on the German Speaking Test; 13. Indicators for pragmatic instruction: Some quantitative tools; 14 Pragmatics tests: Different purposes, different tests.  aPragmatics;    aLanguage and languages--Study and teaching  aRose, Kenneth R  aKasper, Gabriele  cRFT  001040708R-19/4aAIISHbAIISHd2020-02-10l0o418.007 1 ROS Kp14350r2020-02-10 00:00:00w2020-02-10yRFT