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Pragmatic competence plays a key role in the era of globalization where communication across cultural boundaries is an everyday phenomenon. The ability to use language in a socially appropriate manner is critical, as lack of it may lead to cross-cultural miscommunication or cultural stereotyping. This book describes second language learners’ development of pragmatic competence. It proposes an original theoretical framework combining a pragmatics and psycholinguistics approach, and uses a variety of research instruments, both quantitative and qualitative, to describe pragmatic development over one year. Situated in a bilingual university in Japan, the study reveals patterns of change across different pragmatic abilities among Japanese learners of English. The book offers implications for SLA theories, the teaching and assessment of pragmatic competence, and intercultural communication.

English language --- Pragmatics. --- Communicative competence. --- Competence, Communicative --- Communication --- Competence and performance (Linguistics) --- Psycholinguistics --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Germanic languages --- Study and teaching --- Philosophy --- Japanese learners of English. --- SLA. --- Second Language Acquisition. --- intercultural communication. --- language use and social contexts. --- learn English and pragmatics. --- pragmatic competence. --- pragmatics. --- psycholinguistics. --- second language learners’ development of pragmatic competence.

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Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms.

Research & information: general --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms.

Research & information: general --- higher education --- inclusive education --- disability --- technological platforms --- faculty members --- international students --- service quality evaluation --- perceived satisfaction --- sustainable higher education system --- China --- active learning --- career adaptability --- Hong Kong --- human resources management --- university students --- university teaching --- mobile-assisted language learning --- foreign language learning --- productive-receptive skills --- technology acceptance model --- WhatsApp --- Line App --- VET --- European --- validation principles --- Spain --- virtual meeting platform --- technology readiness --- social presence --- course satisfaction --- sustained use intention --- serial mediation --- science scenario --- collaborative problem solving --- behavioral transition patterns --- lag sequential analysis --- disadvantaged students --- higher education SPROUT project --- learning effects --- qualitative changes --- distance learning --- university authorities --- lecturers --- students --- cross-cultural pragmatic competence --- social context --- communicative dynamics in classroom situations --- EFL context --- online instruction --- students’ perceptions --- education quality --- online learning --- socioemotional competence --- models --- emotional intelligence --- social intelligence --- TAM Model --- learning analytics --- academic performance --- COVID-19