Learning to give and respond to peer-feedback in the L2, 2nd ed. the case of EFL criticisms and responses to criticism

Interlanguage pragmatics research has contributed a great deal to our understanding of L2 pragmatic use but less to our understanding of L2 pragmatic development, although developmental issues are also its primary research goal. Additionally, previous studies have been confined to a rather small set of speech acts, under-researching such face-damaging acts as criticizing and responding to criticism even though these may be more challenging for L2 learners. The study reported in this book examines pragmatic development in the use of criticizing and responding to criticism by a group of Vietnamese EFL learners with a view to shedding light on the pragmatic properties of these speech acts. IL data were collected from 12 high beginners, 12 intermediate learners, and 12 advanced learners, via a written questionnaire and a conversation elicitation task, and analyzed with reference to L1 and L2 baseline data collected from 12 Vietnamese and 12 Australian NSs via the same methods. Metapragmatic data were collected via retrospective interview. Nguyen Thi Thuy Minh has a B.A from Vietnam National University, Hanoi, M.Ed (TESOL) from Queensland University of Technology, Australia, and Ph.D in Language Learning and Teaching from the University of Auckland, New Zealand. She is currently lecturing in Applied Linguistics courses at Vietnam National University, Hanoi. ISBN 9783895863943. LINCOM Studies in Language Acquisition 21. 363pp. 2007. 2nd edition.