Pragmatics and Language Learning. Bardovi-Harlig, K., Félix-Brasdefer, C., Omar, A. S. (Eds.) (In press). Honolulu, HI: Second Language Teaching and Curriculum Center, University of Hawai'i at Manoa.
This volume features cutting-edge theoretical and empirical research on pragmatics and language learning among a wide-variety of learners in diverse learning contexts from a variety of language backgrounds (English, German, Japanese, Persian, and Spanish) and target languages (English, German, Japanese, Kiswahili, and Spanish). This collection of papers from researchers around the world includes critical appraisals on the role of formulas in interlanguage pragmatics and speech-act research from a conversation-analytic perspective. Empirical studies examine learner data using innovative methods of analysis and investigate issues in pragmatic development and the instruction of pragmatics.
Crossing Disciplinary Boundaries to Improve the Analysis of Second Language Data; A Study of Copula Choice with Adjectives in Spanish. Kimberly L. Geeslin. Munich: LINCOM, 2005.
This volume focuses on the acquisition of the two Spanish copular verbs, ser “to be” and estar “to be,” by English-speaking adult learners. It outlines a cross-disciplinary approach in which syntactic, semantic and pragmatic features are assessed as predictors of copula choice. This new model of analysis, which uses several variables that are simultaneously present in the discourse context, provides a description of learner language while focusing on language use. This research has implications for theoretical and sociolinguistic approaches to copula choice, and is generalizable to other areas of interest within the field of second language acquisition.
Interlanguage Pragmatics: Exploring Institutional Talk. Kathleen Bardovi-Harlig and Beverly S. Hartford, Editors. New Jersey; Lawrence Erlbaum and Associates, 2005.
This edited volume brings discourse analysis into the study of second language pragmatics as an analytic paradigm. A well-regarded team of researchers addresses a difficult area for the interlanguage pragmatics research community—the balance between experimental method and the use of conversational data. The goal of the book is to demonstrate how the investigation of institutional talk balances the researcher’s need for comparable and replicable interactions with the need to observe authentic outcomes. Institutional talk provides authentic and consequential talk. The chapters present empirical studies based on quantitative and qualitative analyses, which are carefully illustrated by the real-world variables that each institution controls. The chapters span a range of institutions including the university writing center, hotels, secondary schools, and employment offices. The variables examined include those traditionally investigated in interlanguage pragmatics, such as status, directness, and social distance, as well as new concepts like trust, authority, equality, and discourse style.
Proceedings of Generative Approaches to Second Language Acquisition (GASLA) 7. Edited by Dekydtspotter, Laurent, Rex A. Sprouse & Audrey Liljestrand. Somerville, MA: Cascadilla Press, 2005.
This collection of papers is the outcome of the 7th biannual conference on Generative Approaches to Second Language Acquisition (GASLA), Indiana University, Bloomington, April 15th -18th 2004. Twenty three papers address the L2 development in range of areas: semantics, lexicon, morphology, syntax, phonology and L2 sentence processing. Topics discussed included the questions of the initial state of L2 acquisition, the nature of grammars acquired by adults and differences and similarities between child simultaneous and sequential bilingualism. They are accessible on the Web @ Cascadilla Press Proceedings Project.
Pedagogical Norms for Second and Foreign Language Learning and Teaching. Edited by Susan Gass, Kathleen Bardovi-Harlig, Sally Sieloff Magnan and Joel Walz. Philadelphia: John Benjamins, 2002.
The concept of Pedagogical norm is grounded in both sociolinguistic and psycholinguistic principles. Pedagogical norms guide the selection and sequencing of target language features for language teaching and learning. This book both situates and expands on this concept highlighting the interaction of research and pedagogy. The papers collectively illustrate how the concept of pedagogical norm applies to all components of language, including phonology, morphology, syntax, and discourse. The book begins with a discussion of definitions including papers that trace the history of the concept and define what is meant by norms. Also included are papers that apply the concept of pedagogical norms in specific contexts (e.g., intonation, morphology) and to specific languages. Finally, pedagogical norms are extended beyond the more traditional areas of grammatical competence to such disparate areas as listening, discourse, and circumlocution.
Tense and aspect in second language acquisition: Form, meaning, and use. Bardovi-Harlig, K. Oxford: Blackwell, 2000.
This book explores the association of form and meaning in the acquisition of tense and aspect by adult learners of nine target languages. The book provides a survey and synthesis of studies from five perspectives: meaning-oriented approaches, acquisitional sequences, the aspect hypothesis, the discourse hypothesis, and the effect of instruction.
Beyond Methods: Components of Second Language Teacher Education. Kathleen Bardovi-Harlig and Beverly Hartford, Editors. New York: McGraw-Hill, 1997.
In ten chapters, Beyond Methods introduces language teachers, teacher educators, and curriculum developers to the latest research findings in linguistics and second language acquisition, while offering a theoretical basis for making decisions about such things as methods, syllabus design, and assessment. Written for novice and experienced teachers alike, Beyond Methods is intended for courses on the teaching of any language as for courses in applied linguistics. Thought-provoking questions and suggested readings guide readers in their exploration of the topics.
The first section of this book critically examines studies in theoretical and sociolinguistics. The second section includes an in-depth review of previous research on the second language acquisition of copula choice followed by the presentation and application of a new model of analysis to data from novice, intermediate and advanced learners, and native Spanish speakers. The final section addresses pedagogical and theoretical implications, and outlines future research goals.
Tales From Maliseet Country: The Maliseet Texts of Karl V. Teeter. Phil LeSourd. Lincoln: University of Nebraska Press.