Carsten Roever is Associate Professor in Applied Linguistics at the University of Melbourne, Australia.

• Table of Contents1 Introduction1.1 What is pragmatics and why does it matter?1.2 Who this book is for (and some terminology you might need)1.3 How this book is organized2 Pragmatic competence and interactional competence2.1 Pragmatics2.2 How to talk to whom: pragmatic competence2.2.1 Speech acts and politeness2.2.2 Learning L2 speech acts2.2.3 Conclusion2.3 Understanding non-literal speech: implicature2.3.1 Learning L2 implicature2.4 Fixed expressions for fixed purposes: routine formulae2.4.1 Learning L2 routines2.4.2 Conclusion: Implicature and routine formulae2.5 Interactional competence2.5.1 Learning L2 interactional competence2.5.2 Conclusion2.6 Summary: Speech acts, implicature, routines and interactional competence2.7 Resources and further readings3 Pragmatics and Curriculum3.1 The CEFR and other frameworks: A brief introduction3.2 A developmentally sensitive pragmatics curriculum3.3 Pragmatics and proficiency levels3.4 Beginners: The A1 level learner and pragmatics3.4.1 Getting learners from 0 to A13.5 Upper Beginner / Low Intermediate: The A2 level learner and pragmatics3.5.1 Getting learners from A1 to A23.6 Intermediate: The B1 level learner and pragmatics3.6.1 Getting learners from A2 to B13.7 Upper-intermediate: The B2 learner and pragmatics3.7.1 Getting learners from B1 to B23.8 Advanced: The C1 learner and pragmatics3.8.1 Getting learners from B2 to C13.9 The high advanced learner: Pragmatics at the C2 level3.9.1 Getting learners from C1 to C23.10 Resources and further readings3.11 Conclusion4 How to make teaching materials and tests for pragmatics4.1 The basics: How to establish context4.2 Metapragmatic judgments4.2.1 Variations on metapragmatic judgment tasks4.2.2 Procedure: administering metapragmatic judgment tasks4.2.3 Resources and further reading4.3 Multiple choice tasks4.3.1 Creating multiple choice items for routines4.3.2 Creating multiple choice items for implicature4.3.3 Creating multiple choice items for speech acts4.3.4 Procedure: administering multiple choice tasks4.3.5 Beyond multiple choice: Multi-response tasks4.3.6 Resources and further readings4.4 Discourse completion tasks4.4.1 Types of DCTs4.4.2 Designing DCTs4.4.3 Procedure: Administering DCTs4.4.4 Resources and further readings4.5 Role plays4.5.1 Types of role plays4.5.2 Target features in role plays4.5.3 Role play scenarios4.5.4 Interlocutor considerations4.5.5 Procedure: how to run role plays4.5.6 Resources and further readings4.6 Elicited conversation4.6.1 Designing elicited conversation tasks4.6.2 Procedure: how to run elicited conversation tasks4.6.3 Resources and further readings5 Teaching pragmatics5.1 Overview: Findings and issues in teaching L2 pragmatics5.1.1 Effectiveness of teaching L2 pragmatics5.1.2 Factors in teaching pragmatics5.2 Materials for teaching pragmatics5.3 Phases of a pragmatics lesson5.3.1 Step 1: Presenting the target feature5.3.2 Step 2: Receptive practice5.3.3 Step 3: Productive practice5.4 Teaching a feature across levels5.4.1 Requests at A1 level5.4.2 Requests at B1 level5.4.3 Requests at C1 level5.5 Resources and further readings6 Testing pragmatics6.1 Pragmatics testing so far6.2 Testing in pragmatics research6.3 Pragmatic norms6.4 Assessing learning: classroom-based testing of pragmatics and interaction6.5 How to make sure tests work: validation of large-scale tests6.6 Validating "objective" tests6.7 Validating sociopragmatic judgment tests6.8 Validating productive tests and their rating scales6.9 Fairness and bias in testing of pragmatics6.10 Conclusion6.11 Resources and further readings7 Outlook: The future of teaching and testing of L2 pragmatics7.1 Pragmatics in general language teaching7.2 Specific purposes pragmatics: needs analyses, tasks, and indigenous criteria7.3 Making pragmatics tests practical: the role of technology8 References

Carsten Roever is Associate Professor in Applied Linguistics at the University of Melbourne, Australia.

• Table of Contents1 Introduction1.1 What is pragmatics and why does it matter?1.2 Who this book is for (and some terminology you might need)1.3 How this book is organized2 Pragmatic competence and interactional competence2.1 Pragmatics2.2 How to talk to whom: pragmatic competence2.2.1 Speech acts and politeness2.2.2 Learning L2 speech acts2.2.3 Conclusion2.3 Understanding non-literal speech: implicature2.3.1 Learning L2 implicature2.4 Fixed expressions for fixed purposes: routine formulae2.4.1 Learning L2 routines2.4.2 Conclusion: Implicature and routine formulae2.5 Interactional competence2.5.1 Learning L2 interactional competence2.5.2 Conclusion2.6 Summary: Speech acts, implicature, routines and interactional competence2.7 Resources and further readings3 Pragmatics and Curriculum3.1 The CEFR and other frameworks: A brief introduction3.2 A developmentally sensitive pragmatics curriculum3.3 Pragmatics and proficiency levels3.4 Beginners: The A1 level learner and pragmatics3.4.1 Getting learners from 0 to A13.5 Upper Beginner / Low Intermediate: The A2 level learner and pragmatics3.5.1 Getting learners from A1 to A23.6 Intermediate: The B1 level learner and pragmatics3.6.1 Getting learners from A2 to B13.7 Upper-intermediate: The B2 learner and pragmatics3.7.1 Getting learners from B1 to B23.8 Advanced: The C1 learner and pragmatics3.8.1 Getting learners from B2 to C13.9 The high advanced learner: Pragmatics at the C2 level3.9.1 Getting learners from C1 to C23.10 Resources and further readings3.11 Conclusion4 How to make teaching materials and tests for pragmatics4.1 The basics: How to establish context4.2 Metapragmatic judgments4.2.1 Variations on metapragmatic judgment tasks4.2.2 Procedure: administering metapragmatic judgment tasks4.2.3 Resources and further reading4.3 Multiple choice tasks4.3.1 Creating multiple choice items for routines4.3.2 Creating multiple choice items for implicature4.3.3 Creating multiple choice items for speech acts4.3.4 Procedure: administering multiple choice tasks4.3.5 Beyond multiple choice: Multi-response tasks4.3.6 Resources and further readings4.4 Discourse completion tasks4.4.1 Types of DCTs4.4.2 Designing DCTs4.4.3 Procedure: Administering DCTs4.4.4 Resources and further readings4.5 Role plays4.5.1 Types of role plays4.5.2 Target features in role plays4.5.3 Role play scenarios4.5.4 Interlocutor considerations4.5.5 Procedure: how to run role plays4.5.6 Resources and further readings4.6 Elicited conversation4.6.1 Designing elicited conversation tasks4.6.2 Procedure: how to run elicited conversation tasks4.6.3 Resources and further readings5 Teaching pragmatics5.1 Overview: Findings and issues in teaching L2 pragmatics5.1.1 Effectiveness of teaching L2 pragmatics5.1.2 Factors in teaching pragmatics5.2 Materials for teaching pragmatics5.3 Phases of a pragmatics lesson5.3.1 Step 1: Presenting the target feature5.3.2 Step 2: Receptive practice5.3.3 Step 3: Productive practice5.4 Teaching a feature across levels5.4.1 Requests at A1 level5.4.2 Requests at B1 level5.4.3 Requests at C1 level5.5 Resources and further readings6 Testing pragmatics6.1 Pragmatics testing so far6.2 Testing in pragmatics research6.3 Pragmatic norms6.4 Assessing learning: classroom-based testing of pragmatics and interaction6.5 How to make sure tests work: validation of large-scale tests6.6 Validating "objective" tests6.7 Validating sociopragmatic judgment tests6.8 Validating productive tests and their rating scales6.9 Fairness and bias in testing of pragmatics6.10 Conclusion6.11 Resources and further readings7 Outlook: The future of teaching and testing of L2 pragmatics7.1 Pragmatics in general language teaching7.2 Specific purposes pragmatics: needs analyses, tasks, and indigenous criteria7.3 Making pragmatics tests practical: the role of technology8 References

Carsten Roever is Associate Professor in Applied Linguistics at the University of Melbourne, Australia.

• Table of Contents1 Introduction1.1 What is pragmatics and why does it matter?1.2 Who this book is for (and some terminology you might need)1.3 How this book is organized2 Pragmatic competence and interactional competence2.1 Pragmatics2.2 How to talk to whom: pragmatic competence2.2.1 Speech acts and politeness2.2.2 Learning L2 speech acts2.2.3 Conclusion2.3 Understanding non-literal speech: implicature2.3.1 Learning L2 implicature2.4 Fixed expressions for fixed purposes: routine formulae2.4.1 Learning L2 routines2.4.2 Conclusion: Implicature and routine formulae2.5 Interactional competence2.5.1 Learning L2 interactional competence2.5.2 Conclusion2.6 Summary: Speech acts, implicature, routines and interactional competence2.7 Resources and further readings3 Pragmatics and Curriculum3.1 The CEFR and other frameworks: A brief introduction3.2 A developmentally sensitive pragmatics curriculum3.3 Pragmatics and proficiency levels3.4 Beginners: The A1 level learner and pragmatics3.4.1 Getting learners from 0 to A13.5 Upper Beginner / Low Intermediate: The A2 level learner and pragmatics3.5.1 Getting learners from A1 to A23.6 Intermediate: The B1 level learner and pragmatics3.6.1 Getting learners from A2 to B13.7 Upper-intermediate: The B2 learner and pragmatics3.7.1 Getting learners from B1 to B23.8 Advanced: The C1 learner and pragmatics3.8.1 Getting learners from B2 to C13.9 The high advanced learner: Pragmatics at the C2 level3.9.1 Getting learners from C1 to C23.10 Resources and further readings3.11 Conclusion4 How to make teaching materials and tests for pragmatics4.1 The basics: How to establish context4.2 Metapragmatic judgments4.2.1 Variations on metapragmatic judgment tasks4.2.2 Procedure: administering metapragmatic judgment tasks4.2.3 Resources and further reading4.3 Multiple choice tasks4.3.1 Creating multiple choice items for routines4.3.2 Creating multiple choice items for implicature4.3.3 Creating multiple choice items for speech acts4.3.4 Procedure: administering multiple choice tasks4.3.5 Beyond multiple choice: Multi-response tasks4.3.6 Resources and further readings4.4 Discourse completion tasks4.4.1 Types of DCTs4.4.2 Designing DCTs4.4.3 Procedure: Administering DCTs4.4.4 Resources and further readings4.5 Role plays4.5.1 Types of role plays4.5.2 Target features in role plays4.5.3 Role play scenarios4.5.4 Interlocutor considerations4.5.5 Procedure: how to run role plays4.5.6 Resources and further readings4.6 Elicited conversation4.6.1 Designing elicited conversation tasks4.6.2 Procedure: how to run elicited conversation tasks4.6.3 Resources and further readings5 Teaching pragmatics5.1 Overview: Findings and issues in teaching L2 pragmatics5.1.1 Effectiveness of teaching L2 pragmatics5.1.2 Factors in teaching pragmatics5.2 Materials for teaching pragmatics5.3 Phases of a pragmatics lesson5.3.1 Step 1: Presenting the target feature5.3.2 Step 2: Receptive practice5.3.3 Step 3: Productive practice5.4 Teaching a feature across levels5.4.1 Requests at A1 level5.4.2 Requests at B1 level5.4.3 Requests at C1 level5.5 Resources and further readings6 Testing pragmatics6.1 Pragmatics testing so far6.2 Testing in pragmatics research6.3 Pragmatic norms6.4 Assessing learning: classroom-based testing of pragmatics and interaction6.5 How to make sure tests work: validation of large-scale tests6.6 Validating "objective" tests6.7 Validating sociopragmatic judgment tests6.8 Validating productive tests and their rating scales6.9 Fairness and bias in testing of pragmatics6.10 Conclusion6.11 Resources and further readings7 Outlook: The future of teaching and testing of L2 pragmatics7.1 Pragmatics in general language teaching7.2 Specific purposes pragmatics: needs analyses, tasks, and indigenous criteria7.3 Making pragmatics tests practical: the role of technology8 References