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Research methods in interlanguage pragmatics


This technical report reviews the methods of data collection employed in 39 studies of interlanguage pragmatics, defined narrowly as the investigation of nonnative speakers' comprehension and production of speech acts, and the acquisition of L2-related speech act knowledge. Data collection instruments are distinguished according to the degree to which they constrain informants' responses, and whether they tap speech act perception/comprehension or production. A main focus of discussion is the validity of different types of data, in particular their adequacy to approximate authentic performance of linguistic action.

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Pragmatics of Japanese as native and target language


This technical report includes three contributions to the study of the pragmatics of Japanese: A bibliography on speech act performance, discourse management, and other pragmatic and sociolinguistic features of Japanese; A study on introspective methods in examining Japanese learners' performance of refusals; and A longitudinal investigation of the acquisition of the particle ne by non-native speakers of Japanese.

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Pragmatics of Chinese as native and target language


This technical report includes six contributions to the study of the pragmatics of Mandarin Chinese: *A report of an interview study conducted with nonnative speakers of Chinese; *Five data-based studies on the performance of different speech acts by native speakers of Mandarin: requesting, refusing, complaining, giving bad news, disagreeing, and complimenting.

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CERCLL Free Webinar: Poetry and Creative Texts in Any Language Classroom

A webinar presented by Amanda Shufflebarger, Indiana University East. December 10th, 2022, at 10 am Arizona time. Date: December 10, 2022 Time: 10:00 am - 11:30 am Location: Online In this free webinar, Dr. Shufflebarger will share multiliteracies approaches to incorporating poetry and creative texts into any classroom. Drawing from K-12, university, and community-based adult language contexts, she will review the theoretical underpinnings of incorporating poetry into language classrooms, share a variety of instructional activities, and discuss strategies for organizing activities within a broader course curriculum. Participants will be invited to share ideas and practices they incorporate into their own teaching contexts. To register, visit https://cercll.arizona.edu/event/shufflebarger/

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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