This study examines the impact of instructor‐led (IL) versus self‐access (SA) web‐based pragmatic instruction on novice second language learners' (n = 28) awareness and oral production of Spanish apologies. Two sections of a second‐semester Spanish course were assigned to either the IL or the SA group. The web‐based resource Dancing with Words was used to provide pragmatic instruction. Participants in the SA group worked through the materials individually, and participants in the IL group received support and guidance from the instructor. A quasi‐experimental, pre‐/posttest design was used to measure participants' pragmatic competence (i.e., awareness and production skills) before and after a 5‐week intervention period. Results indicate three major findings: (1) learners follow developmental trajectories similar to those identified in study abroad, (2) instructor guidance is important for novice learners' development of pragmatic competence, and (3) special consideration should be given to instructional materials to ensure they align with the instructional context and goals.
The objective was to describe the activities of an extension project targeted to the application of realistic simulation in the nursing course of a federal university from the extreme south of the state. This activity occurred in the first half of 2012 through a discipline concerning Women's Health, and the scenario represented a home visit to a puerperal woman. The human resources were students of the Graduate Level who were previously trained by a drama teacher and by the teachers responsible for the project in such a way as to convince the pupils at the time of the practice of realistic simulation. The graduate students developed a clinical case to be executed by undergraduate students, who, throughout the activity, conducted interviews, physical examinations and guidelines to puerperal women, thereby corresponding to the previously designed Actions Protocol. We conclude that realistic simulation is a feasible activity in every university and that integration of graduate students with nursing students extends the knowledge by means of socialization of experiences.
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