Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

Abstract

In this article, we investigate the integration of concept‐based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second‐semester French class (n = 13) over the course of an academic term. Our focus is on learners’ appropriation of the concepts of self‐presentation, social distance, and power with respect to the French second‐person pronoun system (i.e., tu versus vous) as revealed through language awareness questionnaires, appropriateness judgment tasks, and computer‐mediated strategic interaction scenario performances. Following this three‐tiered approach to analysis, our findings show that learners developed a deeper and more systematic understanding of tu and vous, that they were able to apply the concepts in planning language use, and that their use of tu and vous became more sensitive to maintaining symmetrical social relationships.

Teaching L2 Spanish Sociopragmatics Through Concepts: A Classroom‐Based Study

“…The present study aligns with some recent pedagogical work that has shown that explicit instruction centered on the concepts of self‐presentation, social distance, and power can have an appreciable effect on learners’ understanding of, and ability to use, pragmatic features such as T and V (e.g., van Compernolle, , ; van Compernolle & Henery, ). The approach—concept‐based pragmatics instruction—aims to provide high‐quality explanations of categories of meaning, and how they are enacted through the use of T and V. The term high‐quality as used here refers to explanations that are based on current sociolinguistic and pragmatic research that goes beyond quantitative tendencies (i.e., conventions, frequencies of use) and explores the meaning and significance of sociolinguistic phenomena in the lives of people who use the language (see van Compernolle, , ch.…”

“…Although the first study involving CBPI took place in a one‐on‐one tutoring context (van Compernolle, ), subsequent work (van Compernolle & Henery, ) has shown that the framework is feasible in a classroom setting. Focusing specifically on the concepts of self‐presentation, social distance, and power in relation to French tu and vous , van Compernolle & Henery () modified the CBPI framework to complement the existing syllabus for the class (e.g., content and themes) and in light of various time constraints. Monologic verbalizations were performed online in written form, and then the teacher led whole‐class instructional conversations in order to probe learners’ understandings and further support concept development.…”

“…Research has shown that intense contact with more expert speakers of the L2 and meaningful participation in authentic social practices through telecollaboration and study abroad can have a positive influence on language learners’ development of T/V competencies (Belz & Kinginger, ; Kinginger, ; Kinginger & Belz, ). In addition, instructional arrangements can foster development in the classroom (Liddicoat, ; Lyster, ; van Compernolle, ; van Compernolle & Henery, ; van Compernolle & Williams, , ).…”

“…The present study explores the extension of concept‐based pragmatics instruction (CBPI; see van Compernolle, ) to the L2 Spanish classroom. We focus specifically on reporting the results of the replication (with modifications) of a study carried out recently by van Compernolle and Henery () in a second‐semester L2 French classroom that centered on T/V development. Modifications in the replication include the language (i.e., Spanish), instructional level (i.e., first semester), and several aspects of the tasks, which are described in more detail later.…”

“…Illustrative pragmalinguistic forms (e.g., T/V) are used in order to show how the concepts play out in communication. We address three primary research questions, previously posed by van Compernolle and Henery (, p. 550):…”