<div dir="ltr"><br><div class="gmail_quote"><div dir="ltr"><div><font face="arial, helvetica, sans-serif">The National Foreign Language Resource Center is pleased to announce its latest publication:</font></div><div><font face="arial, helvetica, sans-serif"><br></font></div><div><b><font face="arial, helvetica, sans-serif">Pragmatics & Language Learning, Volume 14</font></b></div><div><ul id="m_6434241250297004883gmail-meta-list" class="m_6434241250297004883gmail-nav m_6434241250297004883gmail-nav-stacked" style="box-sizing:border-box;margin-bottom:0px;margin-top:0px;list-style:none outside none;padding-left:0px;color:rgb(51,51,51)"><li style="box-sizing:border-box;display:block"><div style="box-sizing:border-box"><font face="arial, helvetica, sans-serif">Kathleen Bardovi-Harlig & J. César Félix-Brasdefer (Editors)</font></div><div style="box-sizing:border-box"><font face="arial, helvetica, sans-serif">Marta Gonzalez-Lloret (Series Editor)</font></div></li></ul></div><div><font face="arial, helvetica, sans-serif"><br></font></div><font face="arial, helvetica, sans-serif"><a href="http://nflrc.hawaii.edu/publications/view/PLL14/" target="_blank">http://nflrc.hawaii.edu/<wbr>publications/view/PLL14/</a><br clear="all"></font><div><font face="arial, helvetica, sans-serif"><br></font></div><div><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is divided into three main sections: Acquisition of Second-Language Pragmatics, Research in Pedagogical Contexts, and Brief Summaries and Reports. The articles advance our understanding of second language pragmatics with regard to learning and the use of pragmalinguistic resources necessary to produce and comprehend speech acts, conventional expressions, discourse markers, relational talk to develop L2 symbolic competence, and polite expressions in language textbooks.</font></p><h3 style="box-sizing:border-box;color:rgb(51,51,51);line-height:1.1;margin-bottom:10px;margin-top:20px"><font face="arial, helvetica, sans-serif" size="2">Contents</font></h3><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Introduction<br style="box-sizing:border-box"><em style="box-sizing:border-box">Kathleen Bardovi-Harlig & J. César Félix-Brasdefer</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Offering Advice: Length of Residence or Intensity of Interaction?<br style="box-sizing:border-box"><em style="box-sizing:border-box">Elizabeth Flores-Salgado</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Semantic and Pragmatic Causal Relations in Native Speaker and L2 Learner Oral Discourse: The Use of the Spanish Connective <em style="box-sizing:border-box">Porque</em><br style="box-sizing:border-box"><em style="box-sizing:border-box">Sarah E. Blackwell & Margaret Lubbers Quesada</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Perceptions of Spanish L2 Writing Quality: The Role of Discourse Markers and Sentence-level Phenomena<br style="box-sizing:border-box"><em style="box-sizing:border-box">Mai Kuha, Lisa M. Kurisack, & Elizabeth M. Riddle</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif"><span style="box-sizing:border-box">The Interactional Establishment of the Membership Category 'Nonnative Speaker' in Gatekeeping Encounters</span><br style="box-sizing:border-box"><em style="box-sizing:border-box">Jouise Tranekjær & Katherine Kappa</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif"><span style="box-sizing:border-box">Effects of Metapragmatic Instruction on the Production of Compliments and Compliment Responses: Learner-Learner Role-plays in the Foreign Language Classroom</span><br style="box-sizing:border-box"><em style="box-sizing:border-box">Marie Hasler-Barker</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Challenges Facing Mexican EFL Learners: Disagreement and local pragmatic practices<br style="box-sizing:border-box"><em style="box-sizing:border-box">Gerrard Mugford</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Playful Performances of Russianness and L2 Symbolic Competence <br style="box-sizing:border-box"><em style="box-sizing:border-box">Maria Shardakova</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Do EFL Teachers in Serbia Have What They Need to Teach L2 Pragmatics? Novice Teachers' Views of Politeness<br style="box-sizing:border-box"><em style="box-sizing:border-box">Milica Savi<span style="box-sizing:border-box">ć</span></em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">Noticing of Pragmatic Features During Spoken Interaction<br style="box-sizing:border-box"><em style="box-sizing:border-box">Tetyana Sydorenko & Gwen Heller Tuason</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif">"Always remember to say please and thank you": Teaching Politeness with German EFL Textbooks<br style="box-sizing:border-box"><em style="box-sizing:border-box">Holger Limberg</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif"><span style="box-sizing:border-box">A Research-based Teaching Unit for ESL/EFL Students Responses to Gratitude</span><br style="box-sizing:border-box"><em style="box-sizing:border-box">Sara Gesuato</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif"><span style="box-sizing:border-box">How Formulaic is Pragmatics?</span><br style="box-sizing:border-box"><em style="box-sizing:border-box">Kathleen Bardovi-Harlig</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif"><span style="box-sizing:border-box">The Design and Construction of Websites to Promote L2 Pragmatics</span><br style="box-sizing:border-box"><em style="box-sizing:border-box">Andrew D. Cohen</em></font></p><p style="box-sizing:border-box;margin:0px 0px 10px;color:rgb(51,51,51)"><font face="arial, helvetica, sans-serif"><span style="box-sizing:border-box">A Corpus Linguistic Analysis of On-line Peer Commentary</span><br style="box-sizing:border-box"><em style="box-sizing:border-box">Naoko Taguchi, David Kaufer, María Pía Gómez-Laich, & Helen Zhao</em></font></p></div><div class="m_6434241250297004883gmail_signature"><div dir="ltr"><div><div dir="ltr"><div dir="ltr"><div dir="ltr"><span style="border-collapse:separate"><div style="word-wrap:break-word"><span style="border-collapse:separate"><font size="2" face="arial, helvetica, sans-serif"><div style="word-wrap:break-word"><br><br></div><span style="border-collapse:separate"><div style="word-wrap:break-word"><div style="word-wrap:break-word">******************************<wbr>******************************<wbr>**********</div></div></span><b>National Foreign Language Resource Center</b><span style="border-collapse:separate"><div style="word-wrap:break-word"><div style="word-wrap:break-word">University of Hawai‘i at Mānoa</div><div style="word-wrap:break-word">1859 East-West Road #106<br>Honolulu, HI  96822-2322</div><div style="word-wrap:break-word">Phone: <a href="tel:(808)%20956-9424" value="+18089569424" target="_blank">808-956-9424</a></div><div style="word-wrap:break-word">Email: <a href="mailto:nflrc@hawaii.edu" target="_blank">nflrc@hawaii.edu</a></div><div style="word-wrap:break-word"><br></div><div style="word-wrap:break-word">Website: <a href="http://nflrc.hawaii.edu" target="_blank">http://nflrc.hawaii.edu</a></div><div style="word-wrap:break-word">NFLRC Facebook page: <a href="http://www.facebook.com/NFLRC/" target="_blank">http://www.facebook.com/NFLRC/</a></div><div style="word-wrap:break-word">NFLRC Twitter page: <a href="http://www.twitter.com/NFLRC/" target="_blank">http://www.twitter.com/NFLRC/</a></div><div style="word-wrap:break-word">NFLRC YouTube channel:  <a href="http://www.youtube.com/user/nflrchawaii" target="_blank">http://www.youtube.com/user/<wbr>nflrchawaii</a></div><div style="word-wrap:break-word"><span style="color:rgb(0,0,0)">NFLRC listserv: <a href="http://nflrc.hawaii.edu/about/11/" target="_blank">http://nflrc.hawaii.<wbr>edu/about/11/</a></span><br></div><div style="word-wrap:break-word"><br style="color:rgb(0,0,0)"><span style="color:rgb(0,0,0)">Are you an ACTFL member interested in Project-Based Language Learning?</span><br style="color:rgb(0,0,0)"><span style="color:rgb(0,0,0)">Sign up to support the creation of a new PBLL SIG:</span><br style="color:rgb(0,0,0)"><span style="color:rgb(0,0,0)"><a href="http://nflrc.hawaii.edu/about/12/" target="_blank">http://nflrc.hawaii.edu/about/<wbr>12/</a></span><br></div><div style="word-wrap:break-word">******************************<wbr>******************************<wbr>**********</div></div></span></font></span></div></span></div></div></div></div></div></div>
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