Developing pragmatic fluency in an EFL context

Barón, Júlia; Celaya, M. Luz

doi:10.1075/eurosla.10.05bar

Cited by 12 publications

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“…are used, they are followed by more complex grammatical structures, such as those in higher stages: "Can I see it so I can copy it?" Pragmatic routines which consist of formulaic language have also The interface between grammar and pragmatics in EFL been analyzed and considered as a sign of pragmatic fluency as in House (1996) and Barón and Celaya (2010).…”

Section: Formulaic Language In Pragmatic Developmentmentioning

confidence: 99%

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: Formulaic Language In Pragmatic Developmentmentioning

confidence: 99%

The interface between grammar and pragmatics in EFL measurement and development

Celaya

Barón

2015

European Journal of Applied Linguistics

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“…Measure 1, composing rate, can be said to parallel speech rate in producing oral speech acts as used in Li (2012Li ( , 2013 and Barron and Celaya (2010). In our study, composing rate was calculated by dividing the total number of words produced in an email by the total number of minutes a student took to write the email.…”

Section: Discussionmentioning

confidence: 99%

The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

Minh

Ha²,

Thúy

et al. 2019

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This study investigated the efficacy of different feedback conditions in developing accurate and fluent production of L2 English email requests. Sixty-nine intermediate-level Vietnamese EFL university students were randomly assigned to one control and three experimental groups. All the four groups received three hours of explicit metapragmatic instruction on email requests, but only the experimental groups received written corrective feedback on their pragmatic production. One experimental group received feedback without opportunity for revision. Another experimental group received one cycle of feedback and revision, and the third group two cycles of feedback and revision. Results of a Discourse Completion Task (DCT) pre-test, immediate post-test, and delayed post-test indicated that the combination of instruction and feedback had a positive effect on the accuracy of learners’ pragmatic performance. However, no clear-cut evidence for the effect of revision on the fluency of learners’ pragmatic performance was found in the study. The findings highlight the effectiveness of corrective feedback and revision in consolidating emergent L2 pragmatic knowledge, but further research is needed to understand how much revision is sufficient to facilitate fluency development.

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“…Different techniques might encourage the improvement of L2 oral skills, especially pronunciation, as Gomez-Lacabex (2009) suggests in her dissertation. Apart from oral skills, another area that has been neglected in Spanish L2 classes is pragmatics, and Barón (2009) emphasises the importance of this aspect for language learning. Similarly, learner autonomy is a ‘hot topic’, as most current language teaching approaches encourage a shift from the teacher to the learner in terms of responsibility for the learning process.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

“…While most research on SLA has focused on grammar and vocabulary, or one of the four language skills, there is certainly a need to examine the sociolinguistic context of language use rather than just linguistic knowledge. The theses that will be reviewed in this section investigate pragmatics in a FL context (Barón 2009) and in an L2 context (Vilar 2008).…”

Section: Topics Of Special Interest In the Spanish Research Communitymentioning

confidence: 99%

“…The theses analysed in this review constitute 20% of the doctoral research carried out on these topics in the years under study, and we believe the selection is representative. The 16 theses selected were submitted in 12 different universities: Universitat d'Alacant (Galindo 2009), Universidad Antonio Nebrija (Minera 2009), Universitat Autò noma de Barcelona (Pinyana 2009), Universitat de Barcelona (Barón 2009; Llanes 2010), Universitat de Girona (Oller 2008), Universidad de Granada (Cortina 2009; Del Moral 2010), Universitat Jaume I (Vilar 2008), Universidad de La Rioja (Fernández-Fontecha 2008), Universidad de Murcia (Criado 2008), Universidad Nacional de Educación a Distancia, UNED (Fernández-Agüero 2009), Universidad del País Vasco/Euskal Herriko Unibersitatea (Mongelos 2008; Gómez-Lacabex 2009, Zenotz 2009) and Universitat de València (Osa-Melero 2009). All of these theses were presented in philology or translation departments, apart from two that were presented in education departments (Cortina 2009; Del Moral 2010) and two in psychology departments (Mongelos 2008; Oller 2008).…”

Section: Introduction and Selection Protocolmentioning

confidence: 99%

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Review of doctoral research on second language teaching and learning in Spain (2008–2010)

Serrano¹,

Miralpeix²

2012

Lang. Teach.

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This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative -in terms of the topics under investigation and the methodology employedof the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

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Developing pragmatic fluency in an EFL context

Cited by 12 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

The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

Review of doctoral research on second language teaching and learning in Spain (2008–2010)

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