Pragmatics of Chinese as a second language, Shuai Li (Ed.). Multilingual Matters, Bristol (2024). pp. 376. ISBN: 9781800410176. Hardback: $179.95.

Abstract

As a timely volume, Pragmatics of Chinese as a Second Language presents empirical pragmatic studies on acquisition, instruction, and assessment in second language (L2) Chinese, responding to Kasper's (1995) initial proposal. It is also the second collection of works on L2 Chinese pragmatics, following Taguchi and Li’s (2017) edited journal issue. While early groundwork has been laid under the cognitive framework, other approaches to this field remain largely underexplored. To bridge this gap, the current collection, edited by Dr. Shuai Li, integrates varying theoretical perspectives and methodological innovations in response to the interdisciplinary call toward L2 pragmatics. This collection not only outlines the development of L2 Chinese pragmatics scholarship over the past three decades but also marks a significant step forward with its cutting-edge assessment instruments and attention to virtual contexts. Thus, researchers working with other L2s may also find this collection useful.

The book opens with an introductory chapter and a systematic review. The following ten empirical chapters are categorized into four parts, looking into the ‘Acquisition of Key Pragmatic Features’ (Chapters 2, 3, and 4), ‘Methodological Innovations for Pragmatics Assessment’ (Chapters 5, 6, and 7), ‘Individual Difference Factors in Pragmatics Acquisition’ (Chapters 8 and 9), and ‘Web-based Approaches to Teaching and Learning Pragmatics’ (Chapters 10 and 11). Finally, this book ends with an annotated bibliography that serves as a valuable supplement to the opening review.

Chapter 1 is a state-of-the-art review that synthesizes L2 Chinese pragmatics research from 1995 to 2022 based on 98 publications in English and Chinese that are annotated by purpose, method, and findings in the final bibliography. By introducing the evolving concept of pragmatic competence and analyzing existing L2 Chinese studies on pragmatics acquisition, instruction, and assessment, the authors (Shuai Li, Ting Wen, and Yali Feng) smoothly guide readers in an accessible manner to understand what has been done and where to go. The future agendas proposed include investigating more pragmatic features, applying diverse frameworks, and exploring digitalized learning and teaching contexts.

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