Intercultural Language Use and Language Learning

1. Front Matter

   Pages I-6

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2. What Is an ‘Intercultural Speaker’?

   • Juliane House

   Pages 7-21

3. Linguistic Unity and Cultural Diversity in Europe: Implications for Research on English Language and Learning

   • Eva Alcón Soler

   Pages 23-39

4. Rethinking the Role of Communicative Competence in Language Teaching

   • Marianne Celce-Murcia

   Pages 41-57

5. Dealing with Intercultural Communicative Competence in the Foreign Language Classroom

   • Maria José Coperías Aguilar

   Pages 59-78

6. A Role for English as Lingua Franca in the Foreign Language Classroom?

   • Anne Ife

   Pages 79-100

7. Writing-to-learn in Instructed Language Learning Contexts

   • Rosa M. Manchón, Julio Roca de Larios

   Pages 101-121

8. The Acquisition of Pragmatic Competence and Multilingualism in Foreign Language Contexts

   • Jasone Cenoz

   Pages 123-140

9. Interindividual Variation in Self-perceived Oral Proficiency of English L2 Users

   • Jean Marc Dewaele

   Pages 141-165

10. Pragmatic Production of Third Language Learners: A Focus on Request External Modification Items

    • Maria Pilar Safont Jordà

    Pages 167-189

11. North Korean Schools in Japan: An Observation of Quasi-Native Heritage Language Use in Teaching English as a Third Language

    • Robert J. Fouser

    Pages 191-206

12. Examining Mitigation in Requests: A Focus on Transcripts in ELT Coursebooks

    • Patricia Salazar Campillo

    Pages 207-222

13. The Presentation and Practice of the Communicative Act of Requesting in Textbooks: Focusing on Modifiers

    • Esther Usó-Juan

    Pages 223-243

14. Analysing Request Modification Devices in Films: Implications for Pragmatic Learning in Instructed Foreign Language Contexts

    • Alicia Martínez-Flor

    Pages 245-280

15. Back Matter

    Pages 281-287

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Eva Alcón Soler Maria Pilar Safont Jordà Universitat Jaume I, Spain The main purpose of the present book is to broaden the scope of research on the development of intercultural communicative competence. Bearing this purpose in mind, English learners are considered as intercultural speakers who share their interest for engaging in real life communication. According to Byram and Fleming (1998), the intercultural speaker is someone with knowledge of one or more cultures and social identities, and who enjoys discovering and maintaining relationships with people from other cultural backgrounds, although s/he has not been formally trained for that purpose. Besides, possessing knowledge of at least two cultures is the case of many learners in bilingual or multilingual communities. In these contexts, the objective of language learning should then focus on developing intercultural competence, which in turn may involve promoting language diversity while encouraging English as both a means and anend of instruction (see Alcón, this volume). This is the idea underlying the volume, which further sustains Kramsch’s argument (1998) against the native/ non-native dichotomy. Following that author, we also believe that in a multilingual world where learners may belong to more than one speech community, their main goal is not to become a native speaker of English, but to use this language as a tool for interaction among many other languages and cultures.

• Language use
• Sprachentwicklungsstörungen
• discourse
• interlanguage
• language acquisition
• multilingualism
• pragmatics
• learning and instruction

• Facultat de Ciències Humanes i Socials Universitat Jaume I, Spain

  Eva Alcón Soler, Maria Pilar Safont Jordà

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