How to Do Things With Words

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

語用論(Pragmatics)を考える

https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

In this book, the authors foreground an aspect of language testing that is usually not much discussed and is frequently considered an “advanced” topic: the social dimension of language testing. They see various social dimensions in language testing. There are socially oriented language tests, i.e., tests which assess learners’ ability to use language in social settings. These are primarily oral proficiency interviews and tests of second language pragmatics. But the authors also understand “social” as “societal” and look at the larger-scale impact of tests on individual learners or groups of learners by discussing fairness and bias in language testing. They also broaden their view and discuss the role of language testing in a macro-social context, e.g. as accountability measures in education systems, as gatekeeping instruments for migration, and as tools for constructing and defining social groups. Their discussion is anchored in traditional and more recent views of validity theory.

/pdf/language-testing-the-social-dimension-2x4m6etsys.pdf

Language testing: The social dimension

In this book, the authors foreground an aspect of language testing that is usually not much discussed and is frequently considered an "advanced" topic: the social dimension of language testing. They see various social dimensions in language testing. There are socially oriented language tests, i.e., tests which assess learners' ability to use language in social settings. These are primarily oral proficiency interviews and tests of second language pragmatics. But the authors also understand "social" as "societal" and look at the larger-scale impact of tests on individual learners or groups of learners by discussing fairness and bias in language testing. They also broaden their view and discuss the role of language testing in a macro-social context, e.g. as accountability measures in education systems, as gatekeeping instruments for migration, and as tools for constructing and defining social groups. Their discussion is anchored in traditional and more recent views of validity theory. © 2006 Blackwell Publishing Ltd.

Language testing : The social dimension

Pragmatics, the ability to act and interact by means of language, is a necessary and sometimes daunting learning task for second and foreign language learners. This chapter will review central issues and ﬁndings in second language (L2) developmental pragmatics, examine the effects of instruction, and provide an overview of data collection methods.

Pragmatics in Second Language Learning

IBM SPSS for Intermediate Statistics: Use and Interpretation, 4th Edition

Testing of second language pragmatic competence is an underexplored but growing area of second language assessment. Tests have focused on assessing learners’ sociopragmatic and pragmalinguistic abi...

Carsten Roever

Papers

Language testing: The social dimension

Language testing : The social dimension

Pragmatics in Second Language Learning

IBM SPSS for Intermediate Statistics: Use and Interpretation, 4th Edition

Testing of second language pragmatics: Past and future: