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Copyright of Culture, Language & Representation / Cultura, Lenguaje y Representación is the property of Universitat Jaume I and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are performing a collaborative writing task in three different languages, namely those of Catalan, Spanish, and English. The corpus consists of recordings from 30 university students' oral interactions while working in pairs to write three email request messages. In an attempt to provide a holistic and ecological account of learners' performance, pragmatic-related episodes were identified by considering Brown and Levinson's politeness features (1987) and Leech's (1983) approach to pragmatic competence. Results are in line with previous studies tackling multilingual learners of English and they provide us with interesting insights about the mechanisms that multilingual students activate when planning and performing pragmatic production tasks during collaborative work. Las investigaciones llevadas a cabo en torno a la conciencia pragmática de los estudiantes de lenguas se han centrado principalmente en la lengua meta. Tal y como exponen algunos académicos, se debería también adoptar una perspectiva multilingüe en el análisis de la conciencia pragmática. De hecho, las pruebas existentes nos señalan las peculiaridades que caracterizan la comprensión y la conciencia pragmática multilingüe. Teniendo en cuenta estos aspectos, este artículo se centra en la conciencia pragmática de estudiantes multilingües al momento de realizar una tarea colaborativa en tres lenguas diferentes, concretamente catalán, castellano e inglés. El corpus analizado consiste en las grabaciones orales de 30 estudiantes universitarios que, en parejas, redactaron conjuntamente tres correos electrónicos donde se formula una petición. Los episodios pragmáticos fueron identificados siguiendo las características de cortesía propuestas por Brown y Levinson (1987) al igual que el enfoque adoptado por Leech (1983) hacia la competencia pragmática en un intento de dotar de una visión más holística y ecológica al estudio. Los resultados coinciden con investigaciones previas que abordan estudiantes multilingües de inglés y nos proveen de un nuevo entendimiento sobre los mecanismos que dichos estudiantes activan al momento de planificar y realizar tareas con un componente pragmático y colaborativo. Multilingual speakers can find similarities and differences between the languages they know. This is of great help when they are learning words or sentences in a new language. But to learn a language means more than just grammar and vocabulary. In everyday life, we make decisions about what, when and how to say things depending on where we are and who we are talking to. This capacity, known as pragmatic competence, comes naturally when socialising and helps us to be polite. Societies have their own rules of politeness and we must pay attention to them when learning languages. For this reason, we studied Spanish-Catalan bilinguals who were learning English at a university level to observe if they were aware of the politeness rules for each of the three languages. In pairs, learners wrote one email in every language asking for favours to their professors. We discovered that these learners were able to collaboratively decide on the best sentences to ask politely and sound formal based on their cultural ideas about the kind of relationship that exists between a student and a professor. We also observed that when having difficulties to sound polite in English, these multilingual learners activated their knowledge of Spanish to successfully find an answer to the problem. We would recommend language experts to create activities that help learners develop their awareness of politeness when speaking or writing, and take advantage of all the languages learners know so they can continue learning new additional ones. [ABSTRACT FROM AUTHOR]

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Copyright of Pragmalingüística is the property of Facultad de Filosofia y Letras, Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguagem em (Dis)curso is the property of Revista Linguagem em (Dis)curso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Applied Linguistics / Revista Española de Lingüística Aplicada (John Benjamins Publishing Co.) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Complutense Journal of English Studies is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tonos Digital: Revista de Estudios Filológicos is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tonos Digital: Revista de Estudios Filológicos is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching pragmatics in language learning is growing more and more relevant in order to achieve the goal that the speakers of a language can communicate effectively with both native and non-native speakers. As a result, misunderstandings when communicating will be avoided. Within pragmatics, implicature is one of the most problematic aspects for students to grasp. Besides, not being able to handle it correctly may interfere or even hinder communication. Therefore, teaching implicature effectively becomes a must for twenty-first century teachers. This means that their goal has to be to equip their students with the necessary skills they will need to manage successfully in a globalised world where English is used as a lingua franca. This paper begins by revising the main concepts about pragmatic competence, together with the most common and effective ways to teach pragmatics. Then, some possible ways to assess the acquisition of pragmatic competence, as well as a proposal to teach implicature to intermediate students of English are presented in this paper. The proposal takes as a reference the different stages, activities, kind of input, materials and ways to teach and assess implicature that have proven effective in previous research studies into this issue. The different parts of this proposal are described, as well as the materials to be used with it. They are mainly authentic input, as well as examples of the most habitual types of activities employed for this purpose. Finally, the results which are expected to be achieved through this proposal are outlined. En el aprendizaje de idiomas la enseñanza de la pragmática adquiere una mayor relevancia a la hora de lograr que los hablantes de una lengua sean capaces de comunicarse de forma efectiva tanto con hablantes nativos como no nativos, para de ese modo evitar equívocos o malos entendidos en la comunicación. Dentro de la pragmática, la implicatura es uno de los aspectos que a los alumnos les resultan más difíciles de asimilar, y el hecho de no dominarlo puede dificultar, e incluso impedir, la comunicación. Es por ello que enseñar este aspecto de forma efectiva se convierte en una auténtica necesidad para los docentes del siglo XXI, para que puedan dotar a sus alumnos de las destrezas necesarias para desenvolverse con éxito en un mundo globalizado donde el inglés se emplea como lingua franca. Tras llevar a cabo un repaso de los principales conceptos relacionados con la competencia pragmática, junto con las formas más habituales y efectivas de su enseñanza, así como posibles modos de evaluar la adquisición de la competencia pragmática, este artículo incluye una propuesta didáctica para la enseñanza de la implicatura que está pensada para estudiantes de inglés de nivel intermedio. La propuesta didáctica toma como referencia las distintas partes, las actividades, el tipo de input, los materiales y los métodos para la enseñanza y la evaluación de la implicatura que se han demostrado efectivos en anteriores investigaciones en relación a este tema. El artículo describe las diferentes partes de la propuesta, así como los materiales que se sugiere que se empleen en ellas, que primordialmente se tratan de materiales auténticos, al tiempo que se incluyen ejemplos de los tipos de actividades más frecuentes que se usan para este fin. Por último, se exponen los resultados que se esperan conseguir por medio de esta propuesta. [ABSTRACT FROM AUTHOR]

Copyright of Letrônica is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Culture, Language & Representation / Cultura, Lenguaje y Representación is the property of Universitat Jaume I and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of MODULEMA: Revista Científica Sobre Diversidad Cultural is the property of MODULEMA: Revista Cientifica Sobre Diversidad Cultural and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Applied Linguistics / Revista Española de Lingüística Aplicada (John Benjamins Publishing Co.) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GIST: Education & Learning Research Journal is the property of Institucion Universitaria Colombo Americana (UNICA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GIST: Education & Learning Research Journal is the property of Institucion Universitaria Colombo Americana (UNICA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Salud Mental is the property of Instituto Nacional de Psiquiatria Ramon de la Fuente and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)