Susan Gass – författare

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

This book investigates the notion of Speech Act from a cross-cultural perspective. The starting point for this book is the assumption that speech acts are realized from culture to culture in different ways and that these differences may result in communication difficulties that range from the humorous to the serious. Importantly, a recurring theme in this volume has to do with the need to verify the form, the function and the constraining variables of speech acts as a prerequisite for dealing with them in the classroom.The book deals with three major areas of Speech Act research: 1) Methodological Issues, 2) Speech Acts in a second language, and 3) Applications. In the first section authors discuss general issues of methodology and present data in an effort to detail the efficacy of different methodologies. Research clearly shows the effect of methodology on the results. This section is followed by a discussion of specific speech acts, including speech acts and strategy use that have as their goal the creation and maintenace of solidarity (i.e. greetings, compliments, apologies) and speech acts that involve face-threatening acts (i.e.complaints, favor-asking, suggestions). In the final section, authors consider applications of speech act research within the context of advertising and business relationships.

This book investigates the notion of Speech Act from a cross-cultural perspective. The starting point for this book is the assumption that speech acts are realized from culture to culture in different ways and that these differences may result in communication difficulties that range from the humorous to the serious. Importantly, a recurring theme in this volume has to do with the need to verify the form, the function and the constraining variables of speech acts as a prerequisite for dealing with them in the classroom.

The book deals with three major areas of Speech Act research: 1) Methodological Issues, 2) Speech Acts in a second language, and 3) Applications. In the first section authors discuss general issues of methodology and present data in an effort to detail the efficacy of different methodologies. Research clearly shows the effect of methodology on the results. This section is followed by a discussion of specific speech acts, including speech acts and strategy use that have as their goal the creation and maintenace of solidarity (i.e. greetings, compliments, apologies) and speech acts that involve face-threatening acts (i.e.complaints, favor-asking, suggestions). In the final section, authors consider applications of speech act research within the context of advertising and business relationships.