Andrew D. Cohen is Professor Emeritus, University of Minnesota, USA. He has published extensively in the areas of pragmatics, language assessment, and language learner strategies, and frequently presents his research at international conferences. He was the recipient of the 2006 Distinguished Scholarship and Service Award from the American Association for Applied Linguistics (AAAL). He is also a hyperpolyglot, currently learning his 13th language, Mandarin.

This book is a timely addition to the field, helping us move from the native-nonnative distinction to native-nonnative collaboration when teaching pragmatics in a language classroom. A variety of personal experiences and episodes used to illustrate theories, research, and practice make the content of pragmatics fully accessible to teachers and students. This book is the ideal companion for practitioners and researchers who wish to gain a thorough understanding of issues related to pragmatics learning in a global context.

• Chapter 1: An Introduction to Pragmatics for Learners and TeachersChapter 2: The Development of Pragmatic Ability (with Lauren Wyner)Chapter 3: The Handling of Pragmatics by Native and Nonnative TeachersChapter 4: What Native and Nonnative Teachers Know About Pragmatics and What They Report DoingChapter 5: Basic Issues in the Teaching of Pragmatics (with Lauren Wyner)Chapter 6: Ideas for Teaching Pragmatics and for Motivating LearnersChapter 7: The Role of Technology in Teaching and Learning PragmaticsChapter 8: The Learning of PragmaticsChapter 9: The Assessment of PragmaticsChapter 10: Researching PragmaticsChapter 11: ConclusionsReferencesAcronyms Used in the Book

Andrew D. Cohen is Professor Emeritus, University of Minnesota, USA. He has published extensively in the areas of pragmatics, language assessment, and language learner strategies, and frequently presents his research at international conferences. He was the recipient of the 2006 Distinguished Scholarship and Service Award from the American Association for Applied Linguistics (AAAL). He is also a hyperpolyglot, currently learning his 13th language, Mandarin.

This book is a timely addition to the field, helping us move from the native-nonnative distinction to native-nonnative collaboration when teaching pragmatics in a language classroom. A variety of personal experiences and episodes used to illustrate theories, research, and practice make the content of pragmatics fully accessible to teachers and students. This book is the ideal companion for practitioners and researchers who wish to gain a thorough understanding of issues related to pragmatics learning in a global context.

• Chapter 1: An Introduction to Pragmatics for Learners and TeachersChapter 2: The Development of Pragmatic Ability (with Lauren Wyner)Chapter 3: The Handling of Pragmatics by Native and Nonnative TeachersChapter 4: What Native and Nonnative Teachers Know About Pragmatics and What They Report DoingChapter 5: Basic Issues in the Teaching of Pragmatics (with Lauren Wyner)Chapter 6: Ideas for Teaching Pragmatics and for Motivating LearnersChapter 7: The Role of Technology in Teaching and Learning PragmaticsChapter 8: The Learning of PragmaticsChapter 9: The Assessment of PragmaticsChapter 10: Researching PragmaticsChapter 11: ConclusionsReferencesAcronyms Used in the Book