Learning Pragmatics from Native and Nonnative Language Teachers

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.

* Naoko Taguchi, Carnegie Mellon University, USA *

This book is a significant and timely contribution to the area of teaching pragmatics. Being aware that it is difficult to define what native and nonnative speaker means, Cohen’s book takes a close look at teaching and learning pragmatics, providing material in a number of different languages and cultures. It will be read with interest by any teacher educator and researcher.

* Eva Alcón Soler, Universitat Jaume I, Spain *

This innovative book takes a fresh perspective on learning, teaching and assessing pragmatics. It manages to be both scholarly and highly practical, and its coverage of pragmatics instruction by non-native speaker teachers makes a unique and much needed contribution to the field.

* Carsten Roever, University of Melbourne, Australia *

The discussion of the findings of the current theoretical and empirical research on teaching and learning pragmatics and the impressive reference list make the book attractive for researchers interested in pragmatics and for teacher educators who are...critically aware of the NS-NNS dichotomy used in the book.

-- Iryna Lenchuk, Dhofar University, Oman * Journal of Pragmatics 143 (2019) *

This book is a full-fledged guidance to assist both NNTs and NTs to improve classroom instruction on pragmatics and make pragmatics accessible to learners [...] it is truly a powerful guide for the motivated front runners of foreign language and second language teaching in environments, like Japan, where the pragmatic instruction is still underestimated.

-- Mai Oyama, UCL Institute of Education, UK and Kyoko Oyama, Waseda University, Japan * System 81 (201