21 results
Making inroads to precision medicine for the treatment of autoimmune diseases: Harnessing genomic studies to better diagnose and treat complex disorders
- Yuriy Baglaenko, Catriona Wagner, Vijay G. Bhoj, Petter Brodin, M. Eric Gershwin, Daniel Graham, Pietro Invernizzi, Kenneth K. Kidd, Ilya Korsunsky, Michael Levy, Andrew L. Mammen, Victor Nizet, Francisco Ramirez-Valle, Edward C. Stites, Marc S. Williams, Michael Wilson, Noel R. Rose, Virginia Ladd, Marina Sirota
-
- Journal:
- Cambridge Prisms: Precision Medicine / Volume 1 / 2023
- Published online by Cambridge University Press:
- 11 May 2023, e25
-
- Article
-
- You have access Access
- Open access
- HTML
- Export citation
-
Precision Medicine is an emerging approach for disease treatment and prevention that takes into account individual variability in genes, environment, and lifestyle. Autoimmune diseases are those in which the body’s natural defense system loses discriminating power between its own cells and foreign cells, causing the body to mistakenly attack healthy tissues. These conditions are very heterogeneous in their presentation and therefore difficult to diagnose and treat. Achieving precision medicine in autoimmune diseases has been challenging due to the complex etiologies of these conditions, involving an interplay between genetic, epigenetic, and environmental factors. However, recent technological and computational advances in molecular profiling have helped identify patient subtypes and molecular pathways which can be used to improve diagnostics and therapeutics. This review discusses the current understanding of the disease mechanisms, heterogeneity, and pathogenic autoantigens in autoimmune diseases gained from genomic and transcriptomic studies and highlights how these findings can be applied to better understand disease heterogeneity in the context of disease diagnostics and therapeutics.
Contributors
-
- By Rhonda A. Alexis, Graciela Argote-Romero, Amanda K. Brown, Veronica O. Busso, Julie Chen, Vidya Chidambaran, Smokey J. Clay, Andrew J. Costandi, Mary A. Felberg, John Fiadjoe, Kenneth R. Goldschneider, Diane Gordon, Erin A. Gottlieb, Amy Graham-Carlson, Nancy S. Hagerman, Stephen Robert Hays, Lisa D. Heyden, Normidaris Jimenez, Tae W. Kim, Rachel A. Koll, Rebecca Laurich, Yang Liu, Mohamed Mahmoud, Jagroop Mavi, Matthew Mitchell, David L. Moore, Jacquelyn W. Morillo-Delerme, Pablo Motta, Vanessa A. Olbrecht, Olutoyin A. Olutoye, Carlos L. Rodriguez, Joanna L. Rosing, Senthilkumar Sadhasivam, Catherine P. Seipel, Shakeel A. Siddiqui, Matthew D. Sjoblom, Paul Stricker, Rajeev Subramanyam, Alexandra Szabova, Kha M. Tran, Premal M. Trivedi, Luigi Viola, Nitin Wadhwa, David A. Young
- Edited by David A. Young, Baylor College of Medicine, Texas, Olutoyin A. Olutoye, Baylor College of Medicine, Texas
-
- Book:
- Handbook of Critical Incidents and Essential Topics in Pediatric Anesthesiology
- Published online:
- 05 November 2014
- Print publication:
- 13 October 2014, pp xv-xviii
-
- Chapter
- Export citation
Contributors
-
- By Chittima Aryuthaka, William J. Baker, Chris Banks, David R. Bellwood, David Bickford, Rafe M. Brown, Mark de Bruyn, Patrick Campbell, Charles H. Cannon, Gary R. Carvalho, Craig M. Costion, Thomas L. P. Couvreur, Ben J. Evans, Nicholas J. Evans, Matthias Glaubrecht, David J. Gower, Robert Hall, Fabian Herder, Aljosja Hooijer, Agata Hoscilo, Chawaporn Jittanoon, Kenneth G. Johnson, Michael A. Kendall, Peter B. Mather, Yaowaluk Monthum, Robert J. Morley, Alexandra N. Muellner, Vincent Nijman, Les R. Noble, Kevin M. O’Neill, Susan Page, Gordon L. J. Paterson, Sinlan Poo, Mary Rose C. Posa, Richard Ree, Willem Renema, James E. Richardson, Jack Rieley, Kristina von Rintelen, Thomas von Rintelen, Brian R. Rosen, Lukas Rüber, Christoph D. Schubart, Chris R. Shepherd, Bryan L. Stuart, Matthew Todd, Campbell O. Webb, Suzanne T. Williams, John van Wyhe
- Edited by David Gower, Natural History Museum, London, Kenneth Johnson, Natural History Museum, London, James Richardson, Royal Botanic Garden Edinburgh, Brian Rosen, Natural History Museum, London, Lukas Rüber, Suzanne Williams, Natural History Museum, London
-
- Book:
- Biotic Evolution and Environmental Change in Southeast Asia
- Published online:
- 05 August 2012
- Print publication:
- 19 July 2012, pp vii-x
-
- Chapter
- Export citation
Contributors
-
- By Rose Teteki Abbey, K. C. Abraham, David Tuesday Adamo, LeRoy H. Aden, Efrain Agosto, Victor Aguilan, Gillian T. W. Ahlgren, Charanjit Kaur AjitSingh, Dorothy B E A Akoto, Giuseppe Alberigo, Daniel E. Albrecht, Ruth Albrecht, Daniel O. Aleshire, Urs Altermatt, Anand Amaladass, Michael Amaladoss, James N. Amanze, Lesley G. Anderson, Thomas C. Anderson, Victor Anderson, Hope S. Antone, María Pilar Aquino, Paula Arai, Victorio Araya Guillén, S. Wesley Ariarajah, Ellen T. Armour, Brett Gregory Armstrong, Atsuhiro Asano, Naim Stifan Ateek, Mahmoud Ayoub, John Alembillah Azumah, Mercedes L. García Bachmann, Irena Backus, J. Wayne Baker, Mieke Bal, Lewis V. Baldwin, William Barbieri, António Barbosa da Silva, David Basinger, Bolaji Olukemi Bateye, Oswald Bayer, Daniel H. Bays, Rosalie Beck, Nancy Elizabeth Bedford, Guy-Thomas Bedouelle, Chorbishop Seely Beggiani, Wolfgang Behringer, Christopher M. Bellitto, Byard Bennett, Harold V. Bennett, Teresa Berger, Miguel A. Bernad, Henley Bernard, Alan E. Bernstein, Jon L. Berquist, Johannes Beutler, Ana María Bidegain, Matthew P. Binkewicz, Jennifer Bird, Joseph Blenkinsopp, Dmytro Bondarenko, Paulo Bonfatti, Riet en Pim Bons-Storm, Jessica A. Boon, Marcus J. Borg, Mark Bosco, Peter C. Bouteneff, François Bovon, William D. Bowman, Paul S. Boyer, David Brakke, Richard E. Brantley, Marcus Braybrooke, Ian Breward, Ênio José da Costa Brito, Jewel Spears Brooker, Johannes Brosseder, Nicholas Canfield Read Brown, Robert F. Brown, Pamela K. Brubaker, Walter Brueggemann, Bishop Colin O. Buchanan, Stanley M. Burgess, Amy Nelson Burnett, J. Patout Burns, David B. Burrell, David Buttrick, James P. Byrd, Lavinia Byrne, Gerado Caetano, Marcos Caldas, Alkiviadis Calivas, William J. Callahan, Salvatore Calomino, Euan K. Cameron, William S. Campbell, Marcelo Ayres Camurça, Daniel F. Caner, Paul E. Capetz, Carlos F. Cardoza-Orlandi, Patrick W. Carey, Barbara Carvill, Hal Cauthron, Subhadra Mitra Channa, Mark D. Chapman, James H. Charlesworth, Kenneth R. Chase, Chen Zemin, Luciano Chianeque, Philip Chia Phin Yin, Francisca H. Chimhanda, Daniel Chiquete, John T. Chirban, Soobin Choi, Robert Choquette, Mita Choudhury, Gerald Christianson, John Chryssavgis, Sejong Chun, Esther Chung-Kim, Charles M. A. Clark, Elizabeth A. Clark, Sathianathan Clarke, Fred Cloud, John B. Cobb, W. Owen Cole, John A Coleman, John J. Collins, Sylvia Collins-Mayo, Paul K. Conkin, Beth A. Conklin, Sean Connolly, Demetrios J. Constantelos, Michael A. Conway, Paula M. Cooey, Austin Cooper, Michael L. Cooper-White, Pamela Cooper-White, L. William Countryman, Sérgio Coutinho, Pamela Couture, Shannon Craigo-Snell, James L. Crenshaw, David Crowner, Humberto Horacio Cucchetti, Lawrence S. Cunningham, Elizabeth Mason Currier, Emmanuel Cutrone, Mary L. Daniel, David D. Daniels, Robert Darden, Rolf Darge, Isaiah Dau, Jeffry C. Davis, Jane Dawson, Valentin Dedji, John W. de Gruchy, Paul DeHart, Wendy J. Deichmann Edwards, Miguel A. De La Torre, George E. Demacopoulos, Thomas de Mayo, Leah DeVun, Beatriz de Vasconcellos Dias, Dennis C. Dickerson, John M. Dillon, Luis Miguel Donatello, Igor Dorfmann-Lazarev, Susanna Drake, Jonathan A. Draper, N. Dreher Martin, Otto Dreydoppel, Angelyn Dries, A. J. Droge, Francis X. D'Sa, Marilyn Dunn, Nicole Wilkinson Duran, Rifaat Ebied, Mark J. Edwards, William H. Edwards, Leonard H. Ehrlich, Nancy L. Eiesland, Martin Elbel, J. Harold Ellens, Stephen Ellingson, Marvin M. Ellison, Robert Ellsberg, Jean Bethke Elshtain, Eldon Jay Epp, Peter C. Erb, Tassilo Erhardt, Maria Erling, Noel Leo Erskine, Gillian R. Evans, Virginia Fabella, Michael A. Fahey, Edward Farley, Margaret A. Farley, Wendy Farley, Robert Fastiggi, Seena Fazel, Duncan S. Ferguson, Helwar Figueroa, Paul Corby Finney, Kyriaki Karidoyanes FitzGerald, Thomas E. FitzGerald, John R. Fitzmier, Marie Therese Flanagan, Sabina Flanagan, Claude Flipo, Ronald B. Flowers, Carole Fontaine, David Ford, Mary Ford, Stephanie A. Ford, Jim Forest, William Franke, Robert M. Franklin, Ruth Franzén, Edward H. Friedman, Samuel Frouisou, Lorelei F. Fuchs, Jojo M. Fung, Inger Furseth, Richard R. Gaillardetz, Brandon Gallaher, China Galland, Mark Galli, Ismael García, Tharscisse Gatwa, Jean-Marie Gaudeul, Luis María Gavilanes del Castillo, Pavel L. Gavrilyuk, Volney P. Gay, Metropolitan Athanasios Geevargis, Kondothra M. George, Mary Gerhart, Simon Gikandi, Maurice Gilbert, Michael J. Gillgannon, Verónica Giménez Beliveau, Terryl Givens, Beth Glazier-McDonald, Philip Gleason, Menghun Goh, Brian Golding, Bishop Hilario M. Gomez, Michelle A. Gonzalez, Donald K. Gorrell, Roy Gottfried, Tamara Grdzelidze, Joel B. Green, Niels Henrik Gregersen, Cristina Grenholm, Herbert Griffiths, Eric W. Gritsch, Erich S. Gruen, Christoffer H. Grundmann, Paul H. Gundani, Jon P. Gunnemann, Petre Guran, Vidar L. Haanes, Jeremiah M. Hackett, Getatchew Haile, Douglas John Hall, Nicholas Hammond, Daphne Hampson, Jehu J. Hanciles, Barry Hankins, Jennifer Haraguchi, Stanley S. Harakas, Anthony John Harding, Conrad L. Harkins, J. William Harmless, Marjory Harper, Amir Harrak, Joel F. Harrington, Mark W. Harris, Susan Ashbrook Harvey, Van A. Harvey, R. Chris Hassel, Jione Havea, Daniel Hawk, Diana L. Hayes, Leslie Hayes, Priscilla Hayner, S. Mark Heim, Simo Heininen, Richard P. Heitzenrater, Eila Helander, David Hempton, Scott H. Hendrix, Jan-Olav Henriksen, Gina Hens-Piazza, Carter Heyward, Nicholas J. Higham, David Hilliard, Norman A. Hjelm, Peter C. Hodgson, Arthur Holder, M. Jan Holton, Dwight N. Hopkins, Ronnie Po-chia Hsia, Po-Ho Huang, James Hudnut-Beumler, Jennifer S. Hughes, Leonard M. Hummel, Mary E. Hunt, Laennec Hurbon, Mark Hutchinson, Susan E. Hylen, Mary Beth Ingham, H. Larry Ingle, Dale T. Irvin, Jon Isaak, Paul John Isaak, Ada María Isasi-Díaz, Hans Raun Iversen, Margaret C. Jacob, Arthur James, Maria Jansdotter-Samuelsson, David Jasper, Werner G. Jeanrond, Renée Jeffery, David Lyle Jeffrey, Theodore W. Jennings, David H. Jensen, Robin Margaret Jensen, David Jobling, Dale A. Johnson, Elizabeth A. Johnson, Maxwell E. Johnson, Sarah Johnson, Mark D. Johnston, F. Stanley Jones, James William Jones, John R. Jones, Alissa Jones Nelson, Inge Jonsson, Jan Joosten, Elizabeth Judd, Mulambya Peggy Kabonde, Robert Kaggwa, Sylvester Kahakwa, Isaac Kalimi, Ogbu U. Kalu, Eunice Kamaara, Wayne C. Kannaday, Musimbi Kanyoro, Veli-Matti Kärkkäinen, Frank Kaufmann, Léon Nguapitshi Kayongo, Richard Kearney, Alice A. Keefe, Ralph Keen, Catherine Keller, Anthony J. Kelly, Karen Kennelly, Kathi Lynn Kern, Fergus Kerr, Edward Kessler, George Kilcourse, Heup Young Kim, Kim Sung-Hae, Kim Yong-Bock, Kim Yung Suk, Richard King, Thomas M. King, Robert M. Kingdon, Ross Kinsler, Hans G. Kippenberg, Cheryl A. Kirk-Duggan, Clifton Kirkpatrick, Leonid Kishkovsky, Nadieszda Kizenko, Jeffrey Klaiber, Hans-Josef Klauck, Sidney Knight, Samuel Kobia, Robert Kolb, Karla Ann Koll, Heikki Kotila, Donald Kraybill, Philip D. W. Krey, Yves Krumenacker, Jeffrey Kah-Jin Kuan, Simanga R. Kumalo, Peter Kuzmic, Simon Shui-Man Kwan, Kwok Pui-lan, André LaCocque, Stephen E. Lahey, John Tsz Pang Lai, Emiel Lamberts, Armando Lampe, Craig Lampe, Beverly J. Lanzetta, Eve LaPlante, Lizette Larson-Miller, Ariel Bybee Laughton, Leonard Lawlor, Bentley Layton, Robin A. Leaver, Karen Lebacqz, Archie Chi Chung Lee, Marilyn J. Legge, Hervé LeGrand, D. L. LeMahieu, Raymond Lemieux, Bill J. Leonard, Ellen M. Leonard, Outi Leppä, Jean Lesaulnier, Nantawan Boonprasat Lewis, Henrietta Leyser, Alexei Lidov, Bernard Lightman, Paul Chang-Ha Lim, Carter Lindberg, Mark R. Lindsay, James R. Linville, James C. Livingston, Ann Loades, David Loades, Jean-Claude Loba-Mkole, Lo Lung Kwong, Wati Longchar, Eleazar López, David W. Lotz, Andrew Louth, Robin W. Lovin, William Luis, Frank D. Macchia, Diarmaid N. J. MacCulloch, Kirk R. MacGregor, Marjory A. MacLean, Donald MacLeod, Tomas S. Maddela, Inge Mager, Laurenti Magesa, David G. Maillu, Fortunato Mallimaci, Philip Mamalakis, Kä Mana, Ukachukwu Chris Manus, Herbert Robinson Marbury, Reuel Norman Marigza, Jacqueline Mariña, Antti Marjanen, Luiz C. L. Marques, Madipoane Masenya (ngwan'a Mphahlele), Caleb J. D. Maskell, Steve Mason, Thomas Massaro, Fernando Matamoros Ponce, András Máté-Tóth, Odair Pedroso Mateus, Dinis Matsolo, Fumitaka Matsuoka, John D'Arcy May, Yelena Mazour-Matusevich, Theodore Mbazumutima, John S. McClure, Christian McConnell, Lee Martin McDonald, Gary B. McGee, Thomas McGowan, Alister E. McGrath, Richard J. McGregor, John A. McGuckin, Maud Burnett McInerney, Elsie Anne McKee, Mary B. McKinley, James F. McMillan, Ernan McMullin, Kathleen E. McVey, M. Douglas Meeks, Monica Jyotsna Melanchthon, Ilie Melniciuc-Puica, Everett Mendoza, Raymond A. Mentzer, William W. Menzies, Ina Merdjanova, Franziska Metzger, Constant J. Mews, Marvin Meyer, Carol Meyers, Vasile Mihoc, Gunner Bjerg Mikkelsen, Maria Inêz de Castro Millen, Clyde Lee Miller, Bonnie J. Miller-McLemore, Alexander Mirkovic, Paul Misner, Nozomu Miyahira, R. W. L. Moberly, Gerald Moede, Aloo Osotsi Mojola, Sunanda Mongia, Rebeca Montemayor, James Moore, Roger E. Moore, Craig E. Morrison O.Carm, Jeffry H. Morrison, Keith Morrison, Wilson J. Moses, Tefetso Henry Mothibe, Mokgethi Motlhabi, Fulata Moyo, Henry Mugabe, Jesse Ndwiga Kanyua Mugambi, Peggy Mulambya-Kabonde, Robert Bruce Mullin, Pamela Mullins Reaves, Saskia Murk Jansen, Heleen L. Murre-Van den Berg, Augustine Musopole, Isaac M. T. Mwase, Philomena Mwaura, Cecilia Nahnfeldt, Anne Nasimiyu Wasike, Carmiña Navia Velasco, Thulani Ndlazi, Alexander Negrov, James B. Nelson, David G. Newcombe, Carol Newsom, Helen J. Nicholson, George W. E. Nickelsburg, Tatyana Nikolskaya, Damayanthi M. A. Niles, Bertil Nilsson, Nyambura Njoroge, Fidelis Nkomazana, Mary Beth Norton, Christian Nottmeier, Sonene Nyawo, Anthère Nzabatsinda, Edward T. Oakes, Gerald O'Collins, Daniel O'Connell, David W. Odell-Scott, Mercy Amba Oduyoye, Kathleen O'Grady, Oyeronke Olajubu, Thomas O'Loughlin, Dennis T. Olson, J. Steven O'Malley, Cephas N. Omenyo, Muriel Orevillo-Montenegro, César Augusto Ornellas Ramos, Agbonkhianmeghe E. Orobator, Kenan B. Osborne, Carolyn Osiek, Javier Otaola Montagne, Douglas F. Ottati, Anna May Say Pa, Irina Paert, Jerry G. Pankhurst, Aristotle Papanikolaou, Samuele F. Pardini, Stefano Parenti, Peter Paris, Sung Bae Park, Cristián G. Parker, Raquel Pastor, Joseph Pathrapankal, Daniel Patte, W. Brown Patterson, Clive Pearson, Keith F. Pecklers, Nancy Cardoso Pereira, David Horace Perkins, Pheme Perkins, Edward N. Peters, Rebecca Todd Peters, Bishop Yeznik Petrossian, Raymond Pfister, Peter C. Phan, Isabel Apawo Phiri, William S. F. Pickering, Derrick G. Pitard, William Elvis Plata, Zlatko Plese, John Plummer, James Newton Poling, Ronald Popivchak, Andrew Porter, Ute Possekel, James M. Powell, Enos Das Pradhan, Devadasan Premnath, Jaime Adrían Prieto Valladares, Anne Primavesi, Randall Prior, María Alicia Puente Lutteroth, Eduardo Guzmão Quadros, Albert Rabil, Laurent William Ramambason, Apolonio M. Ranche, Vololona Randriamanantena Andriamitandrina, Lawrence R. Rast, Paul L. Redditt, Adele Reinhartz, Rolf Rendtorff, Pål Repstad, James N. Rhodes, John K. Riches, Joerg Rieger, Sharon H. Ringe, Sandra Rios, Tyler Roberts, David M. Robinson, James M. Robinson, Joanne Maguire Robinson, Richard A. H. Robinson, Roy R. Robson, Jack B. Rogers, Maria Roginska, Sidney Rooy, Rev. Garnett Roper, Maria José Fontelas Rosado-Nunes, Andrew C. Ross, Stefan Rossbach, François Rossier, John D. Roth, John K. Roth, Phillip Rothwell, Richard E. Rubenstein, Rosemary Radford Ruether, Markku Ruotsila, John E. Rybolt, Risto Saarinen, John Saillant, Juan Sanchez, Wagner Lopes Sanchez, Hugo N. Santos, Gerhard Sauter, Gloria L. Schaab, Sandra M. Schneiders, Quentin J. Schultze, Fernando F. Segovia, Turid Karlsen Seim, Carsten Selch Jensen, Alan P. F. Sell, Frank C. Senn, Kent Davis Sensenig, Damían Setton, Bal Krishna Sharma, Carolyn J. Sharp, Thomas Sheehan, N. Gerald Shenk, Christian Sheppard, Charles Sherlock, Tabona Shoko, Walter B. Shurden, Marguerite Shuster, B. Mark Sietsema, Batara Sihombing, Neil Silberman, Clodomiro Siller, Samuel Silva-Gotay, Heikki Silvet, John K. Simmons, Hagith Sivan, James C. Skedros, Abraham Smith, Ashley A. Smith, Ted A. Smith, Daud Soesilo, Pia Søltoft, Choan-Seng (C. S.) Song, Kathryn Spink, Bryan Spinks, Eric O. Springsted, Nicolas Standaert, Brian Stanley, Glen H. Stassen, Karel Steenbrink, Stephen J. Stein, Andrea Sterk, Gregory E. Sterling, Columba Stewart, Jacques Stewart, Robert B. Stewart, Cynthia Stokes Brown, Ken Stone, Anne Stott, Elizabeth Stuart, Monya Stubbs, Marjorie Hewitt Suchocki, David Kwang-sun Suh, Scott W. Sunquist, Keith Suter, Douglas Sweeney, Charles H. Talbert, Shawqi N. Talia, Elsa Tamez, Joseph B. Tamney, Jonathan Y. Tan, Yak-Hwee Tan, Kathryn Tanner, Feiya Tao, Elizabeth S. Tapia, Aquiline Tarimo, Claire Taylor, Mark Lewis Taylor, Bishop Abba Samuel Wolde Tekestebirhan, Eugene TeSelle, M. Thomas Thangaraj, David R. Thomas, Andrew Thornley, Scott Thumma, Marcelo Timotheo da Costa, George E. “Tink” Tinker, Ola Tjørhom, Karen Jo Torjesen, Iain R. Torrance, Fernando Torres-Londoño, Archbishop Demetrios [Trakatellis], Marit Trelstad, Christine Trevett, Phyllis Trible, Johannes Tromp, Paul Turner, Robert G. Tuttle, Archbishop Desmond Tutu, Peter Tyler, Anders Tyrberg, Justin Ukpong, Javier Ulloa, Camillus Umoh, Kristi Upson-Saia, Martina Urban, Monica Uribe, Elochukwu Eugene Uzukwu, Richard Vaggione, Gabriel Vahanian, Paul Valliere, T. J. Van Bavel, Steven Vanderputten, Peter Van der Veer, Huub Van de Sandt, Louis Van Tongeren, Luke A. Veronis, Noel Villalba, Ramón Vinke, Tim Vivian, David Voas, Elena Volkova, Katharina von Kellenbach, Elina Vuola, Timothy Wadkins, Elaine M. Wainwright, Randi Jones Walker, Dewey D. Wallace, Jerry Walls, Michael J. Walsh, Philip Walters, Janet Walton, Jonathan L. Walton, Wang Xiaochao, Patricia A. Ward, David Harrington Watt, Herold D. Weiss, Laurence L. Welborn, Sharon D. Welch, Timothy Wengert, Traci C. West, Merold Westphal, David Wetherell, Barbara Wheeler, Carolinne White, Jean-Paul Wiest, Frans Wijsen, Terry L. Wilder, Felix Wilfred, Rebecca Wilkin, Daniel H. Williams, D. Newell Williams, Michael A. Williams, Vincent L. Wimbush, Gabriele Winkler, Anders Winroth, Lauri Emílio Wirth, James A. Wiseman, Ebba Witt-Brattström, Teofil Wojciechowski, John Wolffe, Kenman L. Wong, Wong Wai Ching, Linda Woodhead, Wendy M. Wright, Rose Wu, Keith E. Yandell, Gale A. Yee, Viktor Yelensky, Yeo Khiok-Khng, Gustav K. K. Yeung, Angela Yiu, Amos Yong, Yong Ting Jin, You Bin, Youhanna Nessim Youssef, Eliana Yunes, Robert Michael Zaller, Valarie H. Ziegler, Barbara Brown Zikmund, Joyce Ann Zimmerman, Aurora Zlotnik, Zhuo Xinping
- Edited by Daniel Patte, Vanderbilt University, Tennessee
-
- Book:
- The Cambridge Dictionary of Christianity
- Published online:
- 05 August 2012
- Print publication:
- 20 September 2010, pp xi-xliv
-
- Chapter
- Export citation
PRAGMATICS AND SLA
- Gabriele Kasper, Kenneth R. Rose
-
- Journal:
- Annual Review of Applied Linguistics / Volume 19 / January 1999
- Published online by Cambridge University Press:
- 08 August 2003, pp. 81-104
-
- Article
- Export citation
-
Pragmatics has two roles in SLA: It acts as a constraint on linguistic forms and their acquisition, and it represents a type of communicative knowledge and object of L2 learning in its own right. The first role of pragmatics is evident in functionalist (Tomlin 1990) and interactionist (Long 1996) views of SLA. The second role puts pragmatics on a par with morphosyntax, lexis, and phonology in that inquiry focuses on learners' knowledge, use, and acquisition of L2 pragmatics. It is the latter sense of “pragmatics and SLA” that is the focus of this paper. In analogy with other areas of specialization within SLA—interlanguage syntax, interlanguage lexis, and so forth—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge is referred to as interlanguage pragmatics.
II - ISSUES IN CLASSROOM-BASED LEARNING OF PRAGMATICS
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 61-62
-
- Chapter
- Export citation
-
Summary
The chapters in Part II explore a variety of issues in the classroom learning of different aspects of L2 pragmatics. Rather than examining directly the effects of particular approaches to instruction (discussed in Part III), the focus here is on the incidental acquisition (or nonacquisition) of pragmatics that results from classroom language learning. Chapters 4 and 5 (Niezgoda and Röver, Cook) explore learners' interlanguage pragmatic knowledge as the result of L2 (classroom) learning, but without examining empirically how these learning outcomes relate to classroom processes or specific instructional measures. These studies are thus classroom-oriented rather than classroom-based (Nunan, 1991). Kimberly Niezgoda and Carsten Röver replicated Bardovi- Harlig and Dörnyei's (1998) study on the effects of learning environment and proficiency on learners' awareness of pragmatic and grammatical errors in the target language. The previous study had found that learners in the second language setting had stronger awareness of pragmatic than of grammatical errors, whereas learners in the foreign language setting were more aware of grammatical than of pragmatic errors. For their study, Niezgoda and Röver used the same videoprompted task requiring participants to distinguish grammatical from pragmatics errors, and to rate both for seriousness. Although their ESL sample was generally comparable to that in the original study, their EFL group was markedly different in that it consisted of a highly select group of learners who had gained entrance to an English-language teacher-training program at a prestigious Czech university.
IV - THE ASSESSMENT OF PRAGMATIC ABILITY
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 245-247
-
- Chapter
- Export citation
-
Summary
Despite the fact that communicative language teaching has now been with us for more than 3 decades, and a considerable amount of attention has been focused on developing ways to teach learners to use language for communication, far less effort has been expended in developing methods for assessing learners' ability to communicate in a second language. This has begun to change, particularly with work on the assessment of interlanguage pragmatics being carried out by established researchers in language testing.
One of the most frequently used formats for assessing oral proficiency is the oral proficiency interview or the simulated oral proficiency interview (SOPI). In the SOPI, candidates have to address a variety of communicative acts to interlocutors in different constellations of social relationships. Whether or not the SOPI elicits samples of candidates' performance that allow valid interpretations of their L2 sociolinguistic and pragmatic abilities is a central problem of construct validity. John Norris examines this issue in Chapter 12 by analyzing the use of address terms by American high school and university learners of German as a foreign language on the German Speaking Test (GST). For English-speaking learners of German, developing control over the address system involves the acquisition of complex interactions between sociopragmatic and pragmalinguistic aspects of the L2. Six tasks from the GST were identified (asking questions, giving directions, explaining a process, apologizing, requesting, and giving advice) which elicited substantial use of direct address forms and shared similar contextual constraints which likely encouraged the use of direct address.
III - THE EFFECTS OF INSTRUCTION IN PRAGMATICS
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 121-124
-
- Chapter
- Export citation
-
Summary
Compared to areas such as grammar, lexis, or phonology, the effects of instruction on interlanguage pragmatic development have been explored far less. As Kasper (this volume) points out, the research that has been done to date does indicate that pragmatic development, though observed to occur in second language classrooms without instruction, can be facilitated by instruction, particularly when that instruction is of an explicit nature. Part III consists of five chapters examining the effect of different instructional approaches on specific aspects of L2 pragmatics. In Chapter 7, Anthony Liddicoat and Chantal Crozet investigate the effects of instruction given to Australian university students of French as a foreign language on the acquisition of one target interactional practice, namely, responding to a question about the weekend. Previous research indicates that although the question “Did you have a good weekend?” is a phatic, ritualized greeting which requires little or no elaboration in the response for Australians, for French speakers the question is not phatic and often elicits a lengthy response replete with lively descriptions to which the listener is expected to carefully attend. The potential for misunderstanding, frustration, and negative stereotyping that these differences present has been well attested. In their study, Liddicoat and Crozet used role-plays in a pretest/posttest design with an intervening four-phase instructional treatment consisting of awareness raising, narrative reconstruction, production, and feedback. They found that after instruction, learners did more closely approximate French norms, in terms of both particular language features and content.
Subject index
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 361-368
-
- Chapter
- Export citation
Chapter 8 - Inductive and deductive teaching of compliments and compliment responses
-
- By Kenneth R. Rose, City University of Hong Kong, Connie Ng Kwai-fun, City University of Hong Kong
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 145-170
-
- Chapter
- Export citation
-
Summary
Introduction
This chapter reports the results of a study on the effects of inductive and deductive approaches to instruction in pragmatics, with the target features being compliments and compliment responses. The literature on these speech acts – along with that on requests and apologies – is among the richest in crosscultural and interlanguage pragmatics, offering coverage of both pragmalinguistics and sociopragmatics. Compliments and compliment responses were also among the first speech acts to be targeted for empirically informed teaching of pragmatics (Holmes & Brown, 1987), as well as for the study of the effects of instruction in interlanguage pragmatics (Billmyer, 1990a, 1990b). The current study incorporates aspects of each of these lines of inquiry, but adds several elements, namely, the two instructional approaches and the foreign language context.
Background
We will not provide a detailed survey of the literature on the effects of instruction in pragmatics, or on issues such as explicit and implicit learning, both of which receive comprehensive coverage in Bardovi- Harlig (this volume) and Kasper (this volume). We will, however, discuss in brief some of the relevant literature on compliments and compliment responses, the effects of instruction in compliments and compliment responses, and inductive and deductive approaches to teaching.
Research on compliments is largely traced back to the work of Nessa Wolfson and Joan Manes (Wolfson & Manes, 1980; Manes & Wolfson, 1981; Wolfson, 1981a, 1981b, 1983, 1984, 1988, 1989a; Manes, 1983), which provided the first comprehensive description of the formulaicity of compliments in American English.
Frontmatter
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp i-iv
-
- Chapter
- Export citation
I - THEORETICAL AND EMPIRICAL BACKGROUND
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 11-12
-
- Chapter
- Export citation
-
Summary
The chapters in Part I provide the theoretical and empirical background to the data-based studies which follow. In Chapter 2, Kathleen Bardovi-Harlig discusses how native speakers (NSs) and nonnative speakers (NNSs) differ in their use of pragmatic knowledge in production and comprehension. The production section of her chapter is organized around the four-way distinction utilized in Bardovi-Harlig (1996), namely, culture-specific speech act use, use of semantic formulas, use of linguistic devices, and utterance content. After providing ample evidence from the research literature that NNSs' understanding and use of the pragmatics of the target language often differ considerably from those of NSs, she discusses how these differences have been explained, including input factors, learner expectations, teaching materials, level of proficiency, and washback. The chapter concludes with a summary of evidence of the need for instruction, but Bardovi-Harlig is careful to note that although the evidence indicates divergence of interlanguage pragmatics from target-language pragmatic practices, such differences per se do not constitute a mandate to teach (or facilitate the acquisition of) target-language pragmatics – many other factors need to be considered in determining what, if any, areas need to be targeted for instruction, or how instruction is to be implemented.
Gabriele Kasper begins in Chapter 3 by noting that although pragmatics has played a considerable role in approaches to first and second language classroom research, classroom research has played only a minor role in interlanguage pragmatics thus far.
References
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 327-354
-
- Chapter
- Export citation
Preface
-
- By Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawai'i at Manoa
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp xi-xii
-
- Chapter
- Export citation
-
Summary
To our knowledge, this is the first edited volume devoted solely to classroom research on interlanguage pragmatics, and as such is situated at the interface of second language acquisition, pragmatics, and educational research. The chapters in this collection address a range of issues in the learning of pragmatics and discourse in classroom contexts – both second and foreign language – from a diversity of approaches to teaching and research. Coverage is provided not only for various options in instruction but also for the assessment of pragmatic proficiency, a heretofore largely neglected area. It is our hope that the work reported in this collection will inspire others to further explore issues raised here in their own research, thus guaranteeing that this will not be the last book on this topic.
We would like to extend our sincere appreciation first and foremost to our contributors for undertaking the research reported here, agreeing to include it in our collection, and following through in such a timely and professional manner at each stage of the process. Thanks also to the series editors for their support, two anonymous reviewers for their helpful comments, as well as everyone else we had the pleasure of working with at Cambridge University Press, including Olive Collen, production editor. And a special thanks to David Thorstad, whose expert handling of our multilingual manuscript was nothing short of amazing.
Contents
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp v-vi
-
- Chapter
- Export citation
Chapter 1 - Pragmatics in language teaching
-
- By Gabriele Kasper, University of Hawai'i at Manoa, Kenneth R. Rose, City University of Hong Kong
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 1-10
-
- Chapter
- Export citation
-
Summary
Introduction
By such milestones as the appearance of the Threshold Level for English (Van Ek, 1975) and Wilkins's Notional Syllabus (1976), communicative language teaching (CLT) has been with us for nearly three decades. A strong theoretical impetus for the development of CLT came from the social sciences and humanities outside language pedagogy. Different notions of communicative competence, proposed by Hymes from the perspective of linguistic anthropology (1971) and by Habermas (1984) from the vantage point of social philosophy, served as guiding constructs for the design of communicative competence as the overall goal of language teaching and assessment. An influential and comprehensive review of communicative competence and related notions was offered by Canale and Swain (1980), who also proposed a widely cited framework of communicative competence for language instruction and testing. While pragmatics does not figure as a term among their three components of communicative competence (grammatical, sociolinguistic, and strategic competence), pragmatic ability is included under “sociolinguistic competence,” called “rules of use.” Canale (1983) expanded the earlier version of the framework by adding discourse competence as a fourth component. A decade after the original framework had been published, Bachman (1990, pp. 87ff.) suggested a model of communicative ability that not only includes pragmatic competence as one of the two main components of “language competence,” parallel to “organizational competence,” but subsumes “sociolinguistic competence” and “illocutionary competence” under pragmatic competence. The prominence of pragmatic ability has been maintained in a revision of this model by Bachman and Palmer (1996, pp. 66ff.).
List of contributors
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp vii-viii
-
- Chapter
- Export citation
Series editors' preface
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp ix-x
-
- Chapter
- Export citation
-
Summary
Compared with phonology, morphology, and syntax, second language pragmatics, like second language vocabulary, was a relatively neglected area of second language acquisition and applied linguistics until about 15 years ago, but it has seen a veritable explosion of work of late. That work has been both theoretical and empirical, and sometimes difficult even for educated outsiders to come to grips with, in part because it has frequently crossed traditional boundaries of second language acquisition and use. Some researchers have concentrated on unearthing what Hymes once referred to as those “rules of use without which rules of grammar would be useless,” some (rather fewer) have focused on how those rules are acquired (or not), and some have attempted to address both aspects. Recently, as this volume demonstrates, the domain has grown to include both the teaching and the testing of second language pragmatics, and has involved additional research cultures and knowledge bases.
Two pioneers and internationally acknowledged experts in this field are Kenneth Rose and Gabriele Kasper. Each has published extensive original empirical research on interlanguage and crosscultural pragmatics, each has written authoritative reviews of the pragmatics literature, each has helped focus the research agenda, each has contributed to our understanding of appropriate qualitative and quantitative research methods for the work at hand, each has taught numerous courses and seminars and supervised graduate student research on pragmatics, and each has lectured on these subjects around the world.
Name index
- Edited by Kenneth R. Rose, City University of Hong Kong, Gabriele Kasper, University of Hawaii, Manoa
-
- Book:
- Pragmatics in Language Teaching
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001, pp 355-360
-
- Chapter
- Export citation
Pragmatics in Language Teaching
- Edited by Kenneth R. Rose, Gabriele Kasper
-
- Published online:
- 05 October 2012
- Print publication:
- 15 October 2001
-
Pragmatics in Language Teaching examines the acquisition of language use in social contexts in second and foreign language classrooms.Included are 2 state-of-the-art survey chapters, and 11 chapters reporting the results of empirical research. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the United States, Asia, and Europe.