3. The impact of increasing task complexity on L2 pragmatic moves

Gilabert, Roger; Barón, Júlia

doi:10.1075/lllt.34.06ch3

Cited by 45 publications

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“…Another more recent exception is the study by Youn (2014), who analyses the relationship between pragmatics, grammar and proficiency by equating grammar to three types of syntactic complexity measures. Overall, Youn found that pragmatic production correlated more with syntactic complexity than with proficiency in four written tasks (two of which were e-mails, a type of task that, from our point of view, shows an updated picture of task design (see also Gilabert and Barón 2013). In Youn's study, learners (n = 40) had different first languages and were university learners of ESL at three different levels of proficiency.…”

Section: Introductionmentioning

confidence: 88%

The interface between grammar and pragmatics in EFL measurement and development

Celaya

Barón

2015

European Journal of Applied Linguistics

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The aim of the present study is to analyze how learners of English as a foreign language with no instruction on pragmatics develop their grammatical and pragmatic competence from beginner to more advanced levels. The participants (N = 144) carried out an open role-play where requests and responses to such requests were required. A seven-point scale was used to assess grammatical competence in a different way to previous studies, which generally equate grammar with proficiency levels. The study describes the interface between the acquisition of grammar items and the development of pragmatic competence. The results show that as the learners become more grammatically competent, they tend to use more elaborate requests and responses and more pragmatically appropriate utterances. Further evidence is, therefore, provided to the parallel development of grammar and pragmatics in a context that has received little attention so far. The findings will also be discussed in relation to the EFL classroom.La relación entre gramática y pragmática en la medición y el desarrollo del inglés como lengua extranjera Resumen: El objetivo de este estudio es el análisis de cómo los aprendices de inglés como lengua extranjera sin instrucción en pragmática desarrollan su competencia gramatical y pragmática desde los niveles iniciales a niveles más avanzados. Los participantes (N = 144) llevaron a cabo un juego de rol abierto (open role-play) en el que se requerían preguntas y respuestas a esas mismas preguntas. Se usó una escala de 7 medidas para valorar la competencia gramatical de una forma diferente a estudios previos, los cuales suelen equiparar competencia gramatical a niveles de proficiencia. Este estudio describe la interEuJAL 2015; aop MOUTON Brought to you by | New York University Bobst Library Technical Services Authenticated Download Date | 6/23/15 2:31 PMface entre la adquisición de ciertos aspectos gramaticales y el desarrollo de la competencia pragmática. Los resultados muestran que los aprendices utilizan preguntas y respuestas más elaboradas y unidades pragmáticamente más apropiadas a medida que van adquiriendo mayor competencia gramatical. Aportamos pues otra evidencia más del desarrollo en paralelo de la gramática y la pragmática en un contexto que hasta ahora ha recibido poca atención. Este resultado será comentado en relación a la clase de inglés como lengua extranjera.Palabras clave: Pragmática de la interlingua, desarrollo, Inglés como lengua extranjera, preguntas, respuestas Die Interface zwischen Grammatik und Pragmatik in der Abmessung und der Entwicklung des EAF (Englisch als Fremdsprache).Zusammenfassung: Das Ziel dieser Studie ist die Analyse wieso die Anfänger von EAF ohne Ausbildung in Pragmatik, ihre grammatische und pragmatische Kompetenz von anfängliche bis zu höheren Ebenen entwickeln. Die Teilnehmer (N = 144) führten ein offenes "role-play" wo die Fragen und die Antworten auf diese gleichen Fragen erfordert waren. Eine Skala von sieben Massnahmen wurde verwendet, um die grammatikale Kompetenz in einer an...

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Section: Introductionmentioning

confidence: 88%

The interface between grammar and pragmatics in EFL measurement and development

Celaya

Barón

2015

European Journal of Applied Linguistics

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“…Given that the current study examines interaction‐driven language learning in classroom contexts, our literature review focuses on only those studies that were conducted during collaborative task performance in classroom settings. While some studies examined the effects of task complexity on features of task‐based, learner–learner interaction (e.g., Gilabert & Barón, ; Gilabert, Barón, & Llanes, ; Kim, ; Révész, ), others investigated the effects of task complexity on learning outcomes, as a result of carrying out tasks with different complexity levels (e.g., Baralt, ; Kim, ; Kim & Tracy–Ventura, ; Nuevo, ; Nuevo, Adams, & Ross–Feldman, ).…”

Section: Task Complexity and The Cognition Hypothesismentioning

confidence: 99%

“…While a number of studies have examined the relationship among task complexity, interaction, and language development, they have largely focused on areas of morphosyntax. The only exception is Gilabert and Barón's () study, which investigated the extent to which task complexity impacts learners’ use of pragmatic moves (e.g., requests and suggestions). Thirty‐six EFL learners completed a simple and a complex version of collaborative problem‐solving as well as decision‐making tasks.…”

Section: Task Complexity and The Development Of Pragmatic Knowledgementioning

confidence: 99%

Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

Kim

Taguchi

2015

The Modern Language Journal

110

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Robinson's (2001) Cognition Hypothesis claims that more complex tasks promote interaction and language development. This study examined the effect of task complexity in the learning of request‐making expressions. Task complexity was operationalized as [+/− reasoning] following Robinson's framework. The study employed a pretest–posttest research design and was conducted over 6 weeks. Korean junior high school students from 3 classes (N = 73) were assigned to one of the following groups: simple, complex, or control. Both task groups performed a pretest, 2 collaborative tasks, and 2 posttests, whereas the control group performed the pre‐ and posttests only. Learners’ oral interaction during tasks was audiorecorded and analyzed by the number of pragmatic‐related episodes (PREs). Learners’ knowledge of request expressions was measured by a discourse completion test (DCT). The results indicated that task complexity levels influenced the occurrence of PREs, but no difference was found in the quality of task outcome between the simple and complex groups. In terms of learning outcomes, both task groups outperformed the control group, but no difference was found on the immediate posttest. However, the complex group maintained its gain on the delayed posttest.

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“…To date, very little attention has been given to collaborative tasks targeting pragmatics. One of the first studies that addressed this gap was Gilabert and Barón's () study, which examined the impact of task complexity on L2 English learners' use of pragmatic moves (e.g., requests and suggestions). Gilabert and Barón asked 36 English as a foreign language (EFL) learners to carry out a simple and a complex version of two collaborative tasks: one problem solving, and another decision making.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In Gilabert and Barón's () study, task type was operationalized based on the different task goals and outcomes (problem solving vs. decision making). However, task characteristics can also be operationalized using pragmatics‐oriented criteria.…”

Section: Literature Reviewmentioning

confidence: 99%

Learner–Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands

Kim

Taguchi

2016

Foreign Language Annals

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Previous task complexity studies have suggested that learners produce more negotiation of meaning opportunities during complex tasks than simple tasks (Robinson, 2011). The present study builds on the existing task complexity literature by examining the impact of task complexity and pragmatic situational demands on the number of learning opportunities for request‐making expressions. Forty‐nine Korean junior high school learners of English as a foreign language were randomly assigned to participate in either simple‐ or complex‐ collaborative pair writing tasks, which included different levels of pragmatic situational demands. The interactions were transcribed and analyzed for the frequency of pragmatic related episodes (PREs; Kim & Taguchi, 2015) as well as the number of turns within each PRE. The results showed that task complexity played an important role in facilitating PREs by targeting sociopragmatic factors and not pragmalinguistic forms, regardless of the level of pragmatic task demands. Results are discussed in light of promoting interaction‐driven learning opportunities for pragmatics using collaborative tasks.

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3. The impact of increasing task complexity on L2 pragmatic moves

Cited by 45 publications

References 0 publications

The interface between grammar and pragmatics in EFL measurement and development

The interface between grammar and pragmatics in EFL measurement and development

Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

Learner–Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands

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