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Gila A. Schauer is Professor of English and Applied Linguistics at the University of Erfurt, Germany. Her recent publications include Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL context (Springer, 2019) and her research focuses on L2 pragmatics, intercultural competence, and literature in L2 teaching and learning. Maria Economidou-Kogetsidis is Professor of English and Applied Linguistics at the University of Nicosia, Cyprus. Her research spans L2 and intercultural pragmatics, cross-cultural communication, linguistic politeness and L2 email pragmatics. She is the co-author of Researching and Teaching Speech Acts with Young L2 Learners: Beneath the Linguistic Surface (with Savić and Myrset, Multilingual Matters, 2025). Milica Savić is Professor of English and Applied Linguistics at the University of Stavanger, Norway. Her main research interests include L2 pragmatics, especially children’s (meta)pragmatic development, email communication and, more recently, critical visual literacy and participatory research approaches with children. Anders Myrset is Associate Professor of ELT Methodology at the University of Stavanger, Norway. His research has mainly focused on children’s L2 (meta)pragmatic development, L2 pragmatics instruction and, more recently, aspects related to participatory research with children. He is also an author of ELT textbooks for young language learners.
With increasing numbers of primary school pupils learning English as a foreign language, this volume is an innovative and timely addition to the fields of Second Language Pragmatics and Teaching English to Young Learners. The volume’s impressive scope offers insightful analyses of pragmatic production, perception and development, as well as a range of original approaches to and investigations of pragmatic instruction. A must read for foreign language teachers, teacher educators and researchers alike. * Anne Barron, Leuphana University Lüneburg, Germany * This volume represents a multi-authored yet impressively integrated case for heightening European EFL schoolchildren’s knowledge about and performance of greetings, invitations, and requests. Schauer and her colleagues demonstrate why language educators need to view pragmatically appropriate speech act interactions among school children as a priority in the burgeoning field of applied pragmatics. * Andrew D. Cohen, Emeritus, University of Minnesota, USA *
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