Pragmatics Pedagogy in English as an International Language
About this ebook
This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy.
Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.
About the author
Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran, where he teaches doctoral courses in L2 Pragmatics, Culture and Identity, and Teacher Education. He is the co-editor of Applied Pragmatics (John Benjamins) and sits on the editorial/review boards of many journals such as RELC Journal and TESL-EJ. His research interests center on L2 pragmatics instruction and assessment, classroom discourse analysis, teacher identity and cognition, and EIL/ELF. His recent co-edited volume (with Carol Griffiths) is Lessons from Good Language Teachers (Cambridge University Press, 2020).
Minoo Alemi is Associate Professor of Applied Linguistics at Islamic Azad University (IAU), West Tehran Branch, and a post-doctoral associate at Sharif University of Technology (SUT), Iran. She is the founder of Robot-Assisted Language Learning (RALL) and the co-founder of Social Robotics in Iran. She is the associate editor of Applied Pragmatics (John Benjamins) and sits on the editorial/review boards of many journals, including British Journal of Educational Technology, BRAIN, LIBRI, and Scientia Iranica. Her areas of interest include discourse analysis, L2 pragmatics, materials development, and robot-assisted language education.
