Cover -- TOContents -- Acknowledgements -- Introduction -- CH. What Is an 'Intercultural Speaker'?. CH. Linguistic Unity and Cultural Diversity in Europe: Implications for Research on English Language and Learning -- CH. Rethinking the Role of Communicative Competence in Language Teaching -- CH. Dealing with Intercultural Communicative Competence in the Foreign Language Classroom -- CH. A Role for English as Lingua Franca in the Foreign Language Classroom?. CH. Writing-to-learn in Instructed Language Learning Contexts -- CH. The Acquisition of Pragmatic Competence and Multilingualism in Foreign Language Contexts -- CH. Interindividual Variation in Self-perceived Oral Proficiency of English L2 Users -- A Focus on Request External Modification Items / CH. Pragmatic Production of Third Language Learners -- An Observation of Quasi-Native Heritage Language Use in Teaching English as a Third Language / CH0. North Korean Schools in Japan -- A Focus on Transcripts in ELT Coursebooks / CH1. Examining Mitigation in Requests -- Focusing on Modifiers / CH2. The Presentation and Practice of the Communicative Act of Requesting in Textbooks -- Implications for Pragmatic Learning in Instructed Foreign Language Contexts / CH3. Analysing Request Modification Devices in Films -- IDXndex -- Last Page
Summary
This volume attempts to address an issue that deserves further attention on the part of language acquisition researchers: that of intercultural learners in instructed language contexts. Given the fact that most speech communities where such learning takes place are at least bilingual, and the idea that English is studied for the purposes of communication among people from different cultures, the book focuses on English learners as intercultural speakers. In so doing, the volume brings together three main research areas: those of the study of English as a lingua franca, the development of communicative competence and the use and acquisition of a language beyond a second one in instructed contexts
