Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis. Ali Derakhshan & Farzaneh Shakki. (2023). Second Language Learning and Teaching,  Springer Cham, 114 pages, ISBN: 978-3-031-37092-2

Yumeng Guo; Yongliang Wang

doi:10.30827/portalin.vi43.31183

Autores/as

Yumeng Guo School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
Yongliang Wang School of Foreign Studies, North China University of Water Resources and Electric Power, Zhengzhou, China School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China (Corresponding author) https://orcid.org/0000-0002-4672-8481

DOI:

https://doi.org/10.30827/portalin.vi43.31183

Palabras clave:

pragmatic competence, language acquisition

Resumen

The current era of globalization and the emergence of English as an international language has brought about new opportunities for L2 pragmatic learning and teaching (Sánchez-Hernández & Martínez-Flor, 2022). Consequently, there has been a growing body of research on the effects of instruction on learners' development of L2 pragmatic competence. However, the meta-analyses in this field are still in their infancy, most of which are restricted to examining the effects of instructional methods on just one speech act and the broader assessment of pragmatic competence in the context of requests, apologies, and refusals has been lacking. To address this gap in the literature, Ali Derakhshan and Farzaneh Shakki contributed a lot with their work titled "Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis."

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Biografía del autor/a

Yumeng Guo, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China

Postgraduate student of English Language and Literature at School of Foreign Languages and Cultures, Nanjing Normal University, China. She serves as a peer reviewer for Learning and Motivation. In recent years, she has developed a keen interest in the theory and practice of English language teaching, second language acquisition and positive psychology.

Yongliang Wang, School of Foreign Studies, North China University of Water Resources and Electric Power, Zhengzhou, China School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China (Corresponding author)

Associate Professor in applied linguistics, Ph.D. degree holder, works for School of Foreign Studies, North China University of Water Resources and Electric Power, China, and works as a supervisor for postgraduate students in applied linguistics with School of Foreign Languages and Cultures, Nanjing Normal University, China. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. His name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology assisted language learning, and semiotics studies in intercultural communication. His recent academic publications have appeared in either international or Chinese core journals, such as System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.

Citas

Ren, W., & Han, Z. (2016). The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal, 70(4), 424–434. https://doi.org/10.1093/elt/ccw010

Sánchez-Hernández, A., & Martínez-Flor, A. (2022). Teaching the pragmatics of English as an international language: A focus on pragmatic markers. Language Teaching Research, 26(2), 256-278. https://doi.org/10.1177/13621688211064933

Xiao, F. (2018). Advanced-Level Pragmatics in Instructed SLA. In P. Malovrh & A. Benati (Eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp.463–483). Wiley. https://doi.org/10.1002/9781119261650.ch24