Description
This book brings together a collection of high-quality empirical studies which examine multiple aspects involved in the acquisition, teaching and assessment of pragmatics in Chinese as a second language (L2). The studies collectively address some of the most cutting-edge issues in the field of L2 pragmatics, such as the acquisition of key pragmatic features, methodological innovations in pragmatics assessment, individual difference factors and virtual learning contexts. The majority of the chapters include detailed descriptions of the instruments used and additional material in the appendices, making it a truly valuable collection for researchers and students alike. Furthermore, the publication includes the most comprehensive, state-of-the-art review of empirical research in L2 Chinese pragmatics published bilingually (in English and Chinese) between 1995 and 2022, along with a supplemental annotated bibliography. While the empirical studies all focus on Chinese as the target language, the issues they address have implications for L2 pragmatics research in general and this book will appeal to those interested in the latest developments in the field.
About the Author
Shuai Li is Associate Professor of Chinese, Director of Undergraduate Studies and Chinese Program Coordinator in the Department of World Languages and Cultures at Georgia State University, USA. His research interests include the acquisition of L2 Chinese and interlanguage pragmatics. During 2022 and 2023, he served as the President of the Chinese Language Teachers Association, USA.