LEADER 03765nam 22007095 450 001 9910768438003321 005 20240130140750.0 010 $a9789811963520$b(electronic bk.) 010 $z9789811963513 024 7 $a10.1007/978-981-19-6352-0 035 $a(MiAaPQ)EBC7097841 035 $a(Au-PeEL)EBL7097841 035 $a(CKB)24866015400041 035 $a(DE-He213)978-981-19-6352-0 035 $a(EXLCZ)9924866015400041 100 $a20220919d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aL2 Pragmatic Competence in Chinese EFL Routines /$fby Yuqi Wang 205 $a1st ed. 2022. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2022. 215 $a1 online resource (144 pages) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$aPrint version: Wang, Yuqi L2 Pragmatic Competence in Chinese EFL Routines Singapore : Springer,c2022 9789811963513 320 $aIncludes bibliographical references. 327 $aAbstract -- List of Tables -- List of Figures -- List of Abbreviations and Acronyms -- Chapter One Introduction -- Chapter Two Literature Review -- Chapter Three Theoretical Foundation -- Chapter Four Research Methodology -- Chapter Five Results -- Chapter Six Discussion -- Chapter Seven Conclusion -- References -- Appendices. 330 $aThis book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013). It actively integrates multidimensional pragmatic modalities?including both production (initiating and responding) and reception (recognition, comprehension, and perception), together with learners? cognitive processes?rather than one or two types of task modalities. Focusing more on the Chinese EFL context instead of Japanese or European L1 learners, it also takes advantage of an emerging instrument, the computer-animated elicitation task, for data collection based on authentic oral responses and to avoid ?coached? responses. The socio-cognitive approach, proposed by the famous linguistic expert Prof. Istvan Kecskes, is subsequently applied to conduct an in-depth analysis of the data. Hence, the book introduces a new and fruitful theoretical perspective to the traditional L2 pragmatic research field. . 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aLanguage acquisition 606 $aPragmatics 606 $aLanguage and languages$xStudy and teaching 606 $aLinguistics$xMethodology 606 $aLanguage Acquisition and Development 606 $aPragmatics 606 $aLanguage Education 606 $aResearch Methods in Language and Linguistics 606 $aAnglès$2thub 606 $aEnsenyament de llengües estrangeres$2thub 606 $aPragmàtica (Lingüística)$2thub 608 $aLlibres electrònics$2thub 615 0$aLanguage acquisition. 615 0$aPragmatics. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLinguistics$xMethodology. 615 14$aLanguage Acquisition and Development. 615 24$aPragmatics. 615 24$aLanguage Education. 615 24$aResearch Methods in Language and Linguistics. 615 7$aAnglès 615 7$aEnsenyament de llengües estrangeres 615 7$aPragmàtica (Lingüística) 676 $a929.374 700 $aWang$b Yuqi$01457779 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910768438003321 996 $aL2 Pragmatic Competence in Chinese EFL Routines$93658045 997 $aUNINA