This article summarizes a study in the field of German-English interlanguage pragmatics which investigates pragmatic declarative and procedural knowledge äs realized by routine formulas and conversational strategies. Language instruction which has the goal of developing metapragmatic declarative knowledge äs well äs situational/ functional (procedural) knowledge-results in real progress toward proficiency, even at the elementary level of language instruction. The results of the empirical study show a typology of deficits and characteristic pragmatic aspects of American learners' German interlanguage. These findings and further studies of the pragmatics of the native, target, and interlanguages of our students will help us successfully teach them to make the right polite noises at the time most interactionally appropriate for achieving their personal communicative goals in the target language.This contribution reports a study in the field of German-English intercultural and interlanguage pragmatics which investigates pragmatic declarative and procedural knowledge 1 äs realized by routine formulas and conversational strategies. The important difference between these types of knowledge is summarized by O'Malley and Chamot (16: p. 20) äs follows: "All of the things we know about constitute declarative knowledge, and the things we know how to do are procedural knowledge'' If we are to help adult students reach the goal of oral proficiency on any level, we need to investigate the development of pragmatic, procedural knowledge in learners äs they take part in target language communication. The more we know about this procedural knowledge, the more we will be in the position to include empirically sound Information about pragmatic aspects of the target language in instructional materials and syllabi. We äs classroom teachers, textbook authors, or curriculum designers for adult \anguage learners need to increase our own awareness of pragmatic aspects of students' interlanguage in order to be able to pass this knowledge on to our learners.The ultimate goal of this research is to discover the best way to present pragmatic aspects of the target language to learners. A theoretical and practical model needs to focus on how to help learners integrale in memory pragmatic Information about the target language and Information Brought to you by | University of Michigan Authenticated Download Date | 6/21/15 10:33 PM

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CONTEXT AND CULTURE IN LANGUAGE TEACHING AND LEARNING. Michael Byram and Peter Grundy (Eds.). Clevedon, UK. Multilingual Matters, 2003. Pp. vi + 106. $39.95 cloth.This small volume makes connections relating the theory and practice of language teaching to sociopolitical and geopolitical perspectives as well as to a differentiated view of learners and teachers as individuals. The efforts are for the most part very successful, and this volume will be of interest to anyone working in research, pedagogical applications, and theory-building context and culture in language teaching and learning. Eight of the nine articles in the volume had their origin as papers presented at a conference at the University of Durham in June, 2001. The articles address two categories of inquiry: reports of empirical studies of learners, and procedural or methodological contributions with a focus on teachers and teaching.

This article proposes a model for a critical social-constructivist (CS-C) approach to the use of computer-mediated communication (CMC) in language/culture education. CS-C theories emphasize a critical approach to social interactions, interpersonal relations, communication, and the influence that these activities have on learning. I will use the model to explore the extent to which CS-C approaches, especially in relation to the principles of connectivism, impact postsecondary language and culture education and its effects on identities within the constraints of a CMC institutional setting. Readers will participate in an exploration of new ways of thinking, learning, and teaching that emerge from the ecology of second language and culture classrooms integrated with CMC. There I have found the life experiences of learners and my own experiences as a teacher to be highly relevant to the learning processes at hand. I develop these explorations using global qualitative discourse-based analyses of selections from learner data produced in asynchronous CMC contexts over the course of 3 years. My focus is on the learning of culture rather than on second language acquisition in a narrow sense. Language learning and even language attrition are thematized in the learning ecologies that are my focus. This study does not, however, make any claims about language acquisition that are not mentioned in learners' own reflections. The data include written conversations produced in both English (often as the second language of the participants) and German (most often as a foreign language for the participants) using various platforms for asynchronous CMC interactions.

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