8 The DCT as a data collection method for L2 humor production

Bell, Nancy J.; Shardakova, Maria; Shively, Rachel L.

doi:10.1515/9783110721775-012

Cited by 2 publications

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“…While written DCTs have long been designed to assess speech act production in L2 pragmatics, only recently have they been created specifically to elicit humor from L2 speakers. Bell, Shardakova, and Shively (2021) pilot-tested a written DCT designed to elicit humor with 60 L2 speakers of English, Russian, and Spanish. They found that the instrument was, indeed, an effective means to collect L2 humor data and further suggested that DCT situations could be modified to target specific types of humor.…”

Section: Data Collection 1 Instrumentsmentioning

confidence: 99%

Teaching humorous irony to L2 and heritage speakers of Spanish

Shively

Acevedo

Caño

et al. 2022

Language Teaching Research

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The present study examined the effect of a pedagogical intervention about humorous verbal irony in Spanish with a mixed group of 40 second language (L2) and heritage speakers of Spanish. Unlike previous studies that have considered only irony comprehension, this project incorporated both comprehension and production of irony into instruction and assessment. The intervention consisted of 2.5 hours of lessons that focused on humorous irony and irony cues. To assess effectiveness, participants completed a pretest and posttest of an irony comprehension instrument and a written production questionnaire designed to elicit humorous irony. The results from the study indicate that the intervention was beneficial in increasing participants’ accurate interpretation of irony and identification of tone of voice as an irony cue. Additionally, after instruction, participants produced significantly more irony and incorporated new resources into their ironic responses. However, participants did not increase their success in being humorous over time. No significant group differences were observed, suggesting that the instruction had similar effects for both L2 and heritage speakers.

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Section: Data Collection 1 Instrumentsmentioning

confidence: 99%

Teaching humorous irony to L2 and heritage speakers of Spanish

Shively

Acevedo

Caño

et al. 2022

Language Teaching Research

Self Cite

View full text Add to dashboard Cite

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Second Language Pragmatics

Yang¹,

Ren²

2022

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This Element introduces the areas that second language (L2) pragmatics research has investigated. It begins with a theme-based review of the field with respect to L2 pragmatics learning, teaching, and assessing. The section on pragmatics learning examines studies on learners' pragmatic production and perception, and analyzes research modalities in this field. The section on pragmatics teaching examines the effects of and different approaches to L2 pragmatics instruction; and the section on pragmatics assessing examines the aspects involved in testing learners' pragmatic competence, and studies on issues related to validity and rating in pragmatics assessing. The Element then analyzes studies exploring learners' cognitive processes during pragmatic performance, and case studies are provided to showcase two ongoing projects, one investigating advanced learners' self-praise on social media and the other investigating lingua franca pragmatics among children. Finally, the Element offers some topics and questions for future research in L2 pragmatics.

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8 The DCT as a data collection method for L2 humor production

Cited by 2 publications

References 0 publications

Teaching humorous irony to L2 and heritage speakers of Spanish

Teaching humorous irony to L2 and heritage speakers of Spanish

Second Language Pragmatics

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