L2 Pragmatics Learning in Computer-Mediated Communication

Cunningham, D. Joseph

doi:10.4324/9781351164085-24

Cited by 9 publications

(3 citation statements)

References 1 publication

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“…For a recent overview of the role of games in L2 pragmatics, see Sykes and Dubreil, 2019. For a recent review of L2 pragmatic learning in CMC, see Cunningham, 2019.…”

Section: Technology and L2 Pragmaticsmentioning

confidence: 99%

Technology-mediated tasks for the development of L2 pragmatics

González‐Lloret

2022

Language Teaching Research

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Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The article will introduce some key findings of studies that incorporate technology and pragmatics as well as those that have investigated tasks and L2 pragmatics to then focus on those studies that incorporate the three elements: tasks, technology and L2 pragmatics. These studies are grouped by their main focus of investigation: (1) the task, (2) the technology, or (3) the L2 pragmatic feature. As a whole, these studies show the possibilities that tasks and technology-mediated contexts have to engage learners in discursive practices that may not be possible otherwise, exposing them to the cyberpragmatics of an ever-growing digital world. Finally, lines of new research to advance the field are suggested.

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“…For a recent overview of the role of games in L2 pragmatics, see Sykes and Dubreil, 2019. For a recent review of L2 pragmatic learning in CMC, see Cunningham, 2019.…”

Section: Technology and L2 Pragmaticsmentioning

confidence: 99%

Technology-mediated tasks for the development of L2 pragmatics

González‐Lloret

2022

Language Teaching Research

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“…The most obvious benefit of technology is the contextualization of pragmatics learning made available via technology. For example, CMC tools (e.g., SMS, chat, blogs, and video conferencing) can offer space for learners to directly interact with users of the target language across distances (Cunningham, 2019;Li, 2019;Tang, 2020). Digital games and virtual reality (VR) space (both desktop and immersive VR) can provide interactive and immersive environments where learners simulate different roles in diverse social settings (Holden & Sykes, 2013;Kaplan-Rakowski & Wojdynski, 2018;Sykes, 2009Sykes, , 2013Taguchi, 2021;Vilar-Beltrán & Melchor-Couto, 2013; for a review, see Blyth, 2018;Lan, 2020;Sykes & Dubreil, 2019).…”

Section: Technology-mediated Pragmatics Learning and Teachingmentioning

confidence: 99%

Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue

Taguchi

2021

The Modern Language Journal

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This special issue presents the current state of second language pragmatics research and instruction situated in the broader scope of globalization. Seven empirical articles included in this issue represent 3 strands of research: (a) pragmatics in lingua franca communication, (b) multilingual and multidialectal pragmatics, and (c) technology‐mediated pragmatics learning and teaching. These articles collectively address how new contexts in today's globalized world have engendered new ways of conceptualizing and teaching pragmatics.

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“…Defined as person‐to‐person communication that is mediated by computer technologies (Sauro, 2013), computer‐mediated communication (CMC) has often been seen favorably in second language (L2) instruction and research for its potential to connect L2 learners and native speakers of a target language. Additionally, in CMC learners have the opportunity to participate in authentic interactions, receive feedback, and enact different roles in discourse (Belz, 2007; Cunningham, 2019). It has also been argued that CMC offers a more equal context of interaction, due to the “absence of authority” and lack of possibly “intimidating non‐verbal cues” (Kitade, 2000, p. 147).…”

Section: Introductionmentioning

confidence: 99%

A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions

Maa

Burns

2021

Foreign Language Annals

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This study investigates the relationship between learner perception, ideology, discourse, and identity in computer‐mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western “foreigner” discourse for non‐native speakers of Japanese. Furthermore, a third discourse—that of the CMC platform—also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners.

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L2 Pragmatics Learning in Computer-Mediated Communication

Cited by 9 publications

References 1 publication

Technology-mediated tasks for the development of L2 pragmatics

Technology-mediated tasks for the development of L2 pragmatics

Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue

A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions

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