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Acknowledgments xxi
Transcription Conventions xxiii

1 Introduction 1
Introducing Sociocultural Theory and Second Language Instructional Pragmatics 1
Sociocultural Theory as a Basis for Educational Praxis 10
Research Context and Data Sources 25
Overview of the Chapters 28

2 Appropriateness in Language Learning and Language Teaching 31
Introduction 31
Theoretical Foundations of Appropriateness 32
Pragmatics as Mediated Action: A Pedagogical Framework 44
Conclusion 65

3 Understanding Learners as People 67
Introduction 67
Education and the Development of Personalities 69
Internalization as Personalization 80
Emotion and Instructional Pragmatics 89
Conclusion 94

4 Developing Awareness of Pragmatic Knowledge Through Verbalized Reflections 97
Introduction 97
Language as a Psychological Tool 99
Monologic Verbalized Reflection 102
Dialogic Verbalized Reflection 113
Conclusion 122

5 Developing Pragmatic Knowledge Through Appropriateness Judgment Tasks 126
Introduction 126
Dynamic Assessment and Pragmatic Knowledge 127
Dynamically Administered Appropriateness Judgment Tasks as Transformative, Developmental Activity 134
Pre-enrichment and Post-enrichment Appropriateness Judgment Tasks 151
Conclusion 157

6 Developing Performance Abilities Through Strategic Interaction Scenarios 161
Introduction 161
Dynamic Assessment and Pragmatic Performance 164
Human Mediation and the Emergence of Controlled Performance 170
Orientation, Execution and Control 180
Conclusion 192

7 The Future of Vygotskian Approaches to Instructional Pragmatics 194
Introduction 194
Implications for Research 198
Implications for the Classroom 207
Implications for Teacher Education 213
Final Comments 219

References 221