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Pragmatics and language learning volume 13
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Pragmatics & Language Learning Volume 13 examines the organization of second language and multilingual speakers' talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected among ESL and EFL learners from a variety of backgrounds, the contributions explore the nexus of pragmatic knowledge, interaction and L2 learning outside and inside of educational settings.

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Pragmatics of Vietnamese as a native and target language
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The volume offers a wealth of new information about the forms of several speech acts and their social distribution in Vietnamese as L1 and L2, complemented by a chapter on address forms and listener responses. As the first of its kind, the book makes a valuable contribution to the research literature on pragmatics, sociolinguistics, and language and social interaction in an under- researched and less commonly taught Asian language. PRAGMATICS & INTERACTION, a refereed series sponsored by the University of Hawai‘i National Foreign Language Resource Center, publishes research on topics in pragmatics and discourse as social interaction from a wide variety of theoretical and methodological perspectives. P&I particularly welcomes studies on languages spoken in the Asian-Pacific region.

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Ideal Classmates & Reciprocal Idealizing
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Tim Murphey describes an easy action research/activity done in the spring of 2012 with 488 students in four Tokyo area Japanese universities. It had a big impact on the students and could easily be replicated in other classrooms, in almost any school situation. Murphey’s Tokyo research group asked students the following question: #39 Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably? いっしょに親しく英語を学ぶクラスメートのグループがどのようなものかを想像して書いてみて下さい。より上手に楽しく助け合って学ぶにはどうすればいいでしょうか。 Their answers were so interesting that the researchers first compiled them anonymously on a handout and gave them back to each class for discussion. Then the 488 comments were coded into 16 descriptors and looped back to the same students a month later to ask if these indeed were important, if their classmates were doing them, and if they were doing them. The positive results can be understood partially through the field of Appreciative Inquiry, emotional contagion (Hatfield, et al., 1994), the altruistic turn, dynamic systems theory, and critical participatory looping. Teachers will be given practical ideas for doing these and similar things in the classroom. In the meantime, Tim dares to ask you (and dares you to ask others!) “What do people do to help you have a great day and a meaningful life?”

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