Maria Dolores Garcia-Pastor (Ed.)
can we innovate in the English as a foreign language (EFL) classroom, so
that our students are able to use the target language more adequately?
This question has, by no means, an easy answer.
In fact, there is an ever-growing body of research
attempting to provide a response to this question from many different
angles, and, at present, still much remains to be done. The present
volume is a modest reply to this question in an effort to increase
attention to pragmatic issues in EFL teaching and learning, among which
(im)politeness phenomena are crucial. In so doing, the contributions to
this volume intend to highlight the significance of a learner-centred
pedagogy that takes into consideration learners’ changing needs in an
increasingly globalized world, and the consequent flexibility this
brings to teacher and student roles, teaching methodologies, and
learning materials in the context of the classroom.
The chapters in this book thus emphasize the use
of new technologies in teaching and learning processes, learners’
cultural backgrounds with a view to cross-cultural communication and
international mobility, and learners’ personalities, attitudes, be liefs
and values, with a focus on learners’ freedom of choice in their
acquisition of a second or foreign language. All these issues are
contemplated from various theoretical approaches and methodological
perspectives, which reflect the hybrid and interdis ciplinary nature of