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Book review: Billy Clark, Pragmatics: The Basics

and the co-construction of intersubjectivity. The author also argues that a scoring rubric and task design may have an impact on test-takers’ interaction behaviors and understanding abilities. In Chapter 10, Pearson proposes an instructional model of drama-based pedagogy for a L2 Spanish conversation course. Under an imagined setting theme (e.g. studying aboard), the drama activities engage learners in practicing different pragmatic strategies according to the specific context, which helps them model cognitive frames and adjust expectations in second language interaction. Based on Dale A. Koike’s research in pragmatics and discourse, this volume makes new contributions to the study of co-constructed nature of discourse and the emergent context in various types of interactions. First, this book highlights the impact of co-construction in the study of context, evidencing that discourse meaning is produced by the combination of the context itself and the elements and communicative resources within the context. Traditional pragmatic approaches tend to examine contextual variables in isolation, but the studies in this volume provide a dynamic and joint view of the meaning-making process in discourse. Identities and social roles, pragmatic meanings and actions collectively shape and are shaped by the interactional context. In other words, the co-constructed nature of discourse illuminates the interplay of context, language, and interaction (Fetzer, 2017). Second, this volume covers a comprehensive range of interactional contexts, including sport commentary (Chapter 2), daily conversation (Chapter 3), interview (Chapter 5), narrative discourse (Chapter 7), assessment and classroom discourse (Chapter 8, 10), which provides new insights into the topic of co-construction in discourse from interdisciplinary perspectives. Despite its strengths, there is one minor issue. Few studies in this volume address coconstruction in online communication via digital resources, where virtual interactions have become prevalent and challenge traditional interpersonal norms and pragmatic contexts by the use of technology. Overall, this volume exhibits the recent development of context and co-construction in discourse studies, which makes significant contributions to the existing literature on discourse studies, pragmatics, and second language acquisition.