Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics

Takahashi, Shinya

doi:10.1016/j.system.2005.06.006

Cited by 64 publications

(66 citation statements)

References 16 publications

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“…Takahashi, 2005), language proficiency (e.g. Matsumura, 2003;Takahashi, 2005), learning environment (e.g.…”

Section: A Pragmatic Awarenessmentioning

confidence: 99%

“…Generally, awareness of target language sociolinguistic and sociocultural features (pragmatic awareness), defined as "conscious, reflective, explicit knowledge about pragmatics", that is, "knowledge of those rules and conventions underlying appropriate language use in particular communication situations and on the part of members of specific speech community" (Alcon Soler & Safont Jorda, 2008, p. 193), plays a crucial role in foreign language acquisition (Schmidt, 1990(Schmidt, , 1993(Schmidt, , 2001; Leow, 1997Leow, , 2000Takahashi, 2001Takahashi, , 2005. In fact, according to the noticing hypothesis, conscious noticing or awareness is a necessary and sufficient condition for input to be converted into intake for learning to take place (Schmidt, 1993).…”

Section: Introductionmentioning

confidence: 99%

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Effect of Pragmatic Awareness on Comprehension and Production of Conventional Expressions

Rafieyan¹,

Sharafi-Nejad²,

Eng³

2014

TPLS

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Abstract-Mastery of target language conventional expressions seems to require awareness of the differences between native language and target language pragmatic features. To test the effect of awareness of target language pragmatic features on comprehension and production of target language conventional expressions, the current study was conducted over 60 learners of English in an intensive English program in Universiti Sains Malaysia. Pragmatic awareness, comprehension, and production were respectively assessed through a contextualized pragmatic judgment task, a multiple choice pragmatic listening comprehension test, and an oral discourse completion task. The results of the Pearson product-moment correlation coefficient revealed that awareness of target language pragmatic features is a predictor of appropriate comprehension and production of target language conventional expressions. The pedagogical implications of the findings suggested the development of awareness of target language pragmatic features in English as Foreign Language learners.

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“…Takahashi, 2005), language proficiency (e.g. Matsumura, 2003;Takahashi, 2005), learning environment (e.g.…”

Section: A Pragmatic Awarenessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of Pragmatic Awareness on Comprehension and Production of Conventional Expressions

Rafieyan¹,

Sharafi-Nejad²,

Eng³

2014

TPLS

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“…This seems to work straightforwardly in most cases, though the term itself cannot always be relied on. Takahashi's (2005) title, for example, promises a 'qualitative analysis' but this belies the experimental study that follows. Where the analysis depends entirely on the analysis of discourse, I have made decisions on the basis of whether the interest is primarily in aspects of the discourse itself (i.e.…”

Section: Q U a L I T A T I V E R E S E A R C H I N L A N G U A G E T mentioning

confidence: 99%

Trends in qualitative research in language teaching since 2000

Richards

2009

Lang. Teach.

113

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This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the quality of its contribution. The paper begins by highlighting current trends and debates in the general area of qualitative research and offering a working definition of the term. At its core is an overview of developments in the new millennium based on the analysis of papers published in 15 journals related to the field of language teaching and a more detailed description, drawn from a range of sources, of exemplary contributions during that period. Issues of quality are also considered, using illustrative cases to point to aspects of published research that deserve closer attention in future work, and key publications on qualitative research practice are reviewed.

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“…According to Kondo (2008), pragmatic instruction sensitizes learners to cultural differences and variables involved in language use. The current study aligns with this view and aims to create a level of awareness through which the participants could be more cognizant of implicatures and more able to notice the relationship between language choices and the effectiveness of communication as highlighted by Takahashi (2005). Pragmatic competence is undertaken as a part of a broader program to prepare TEFL students for the workplace.…”

Section: Tefl Students' Pragmatic Competence and Language Proficiencymentioning

confidence: 94%

The Effect of Conversational Implicature Instruction on Developing TEFL Students’ Pragmatic Competence and Language Proficiency

Abdelhafez¹

2016

UCER-A

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The current study aimed at investigating the effect of training undergraduate teaching English as a foreign language (TEFL) students in interpreting conversational implicatures on developing their pragmatic competence and language proficiency. The instruments of the study included a test of pragmatic competence and a test of language proficiency. The findings of the study revealed the effect of explicit instruction in conversational implicatures on developing TEFL students' pragmatic competence and language proficiency. The findings also revealed a significant positive correlation at the level of 0.730 between the participants' pragmatic competence and language proficiency. The findings were discussed in light of previous literature and contextual factors and implications for English as foreign language (EFL) classroom pedagogy were highlighted.

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Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics

Cited by 64 publications

References 16 publications

Effect of Pragmatic Awareness on Comprehension and Production of Conventional Expressions

Effect of Pragmatic Awareness on Comprehension and Production of Conventional Expressions

Trends in qualitative research in language teaching since 2000

The Effect of Conversational Implicature Instruction on Developing TEFL Students’ Pragmatic Competence and Language Proficiency

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