Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?

Takahashi, Shinya

doi:10.1093/applin/amh040

Cited by 106 publications

(66 citation statements)

References 61 publications

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“…Moreover, Niezgoda and Röver (2001, as cited in Keihanyan, 2009) mentioned that motivated learners are more sensitive to grammatical errors. Cook (2001, as cited in Takahashi, 2005) also pointed out that learners who are more motivated can notice pragmatic functions of language. Moreover, Tateyama (2001, as cited in Takahashi, 2005) found that learners who are highly motivated demonstrated better performance in role plays.…”

Section: B Previous Studies On Motivationmentioning

confidence: 99%

The Impact of Task-based Approach on Iranian EFL Learners’ Motivation in Writing Research Abstracts

Sabet¹,

Tahriri²,

Haghi³

2014

JLTR

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Abstract-Writing as a complex activity requires systematic attention to motivational conditions (Bruning and Horn, 2000). This study aimed at examining whether there is a relationship between EFL learners' motivation and their performance in writing research abstracts as well as the impact of task-based approach on the participants' motivation. For these aims, sixty-eight EFL university students at intermediate level of proficiency participated in this study. Thirty-two of the participating students were involved in the class based on Task-based Language Teaching (TBLT) where three phases of pre-task, task-cycle and post-task as suggested by Swan (2005) were used and students had the opportunity to do tasks in groups. Thirty-six of them participated in Presentation-Practice-Production (PPP) approach where the teaching was divided into presentation, practice and production phases and students had to do the activities individually. After receiving treatment for eight sessions, students were asked to write an abstract for a research article. Furthermore, a motivation questionnaire adopted from Lam and Law (2007) was distributed among the participants which included the following motivational constructs: challenge, real life significance, curiosity, autonomy; recognition and evaluation. The findings demonstrated that students' motivation is positively related to their abstract writing performance. Moreover, results of Independent-Sample T-Test showed that Task-based approach was motivating for the students. Therefore, the data suggested that students with higher motivation can have better performance in writing abstracts and students' motivation can be enhanced by the teaching approach in use. Finally, several implications that may help guide future research are offered.

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Section: B Previous Studies On Motivationmentioning

confidence: 99%

The Impact of Task-based Approach on Iranian EFL Learners’ Motivation in Writing Research Abstracts

Sabet¹,

Tahriri²,

Haghi³

2014

JLTR

View full text Add to dashboard Cite

show abstract

“…With some inconsistencies (e.g., Takahashi, 2005;Vandergrift, 2005), a number of studies (e.g., Ehrman & Oxford, 1995; see also Masgoret & Gardner, 2003) found positive significant associations between more self-determined motivational orientations and L2 achievement (e.g., Noels et al, 2001;Wu, 2003). In a sample of 329 learners of English (age range: 18-20) recruited from non-English majors at a Chinese university, Wang (2008), for example, found that motivational orientations explained 26% of the variance in student achievement: Whereas more self-determined orientations positively correlated with the end-of-the course L2 achievement, the correlation with external regulation was negative.…”

Section: Motivational Orientations L2 Proficiency and Other L2 Antementioning

confidence: 99%

“…While correlational and regression analyses produced inconsistent results -with some studies reporting significant relationships among motivational orientations and L2 proficiency measures (Ehrman & Oxford, 1995;Wang, 2008) and other studies finding these relationships to be not significant (Takahashi, 2005;Vandergrift, 2005) -a number of studies using structural equation modeling techniques (Ardasheva, 2011;Bernaus & Gardner, 2008;Pae, 2008) found that the motivational orientation's effects on L2 proficiency measures were indirect, that is, mediated by other individual difference variables. These findings suggest a potential benefit for using structural equation modeling applications in future motivational research.…”

Section: Implications For Researchmentioning

confidence: 99%

Validating the English Language Learner Motivation Scale (ELLMS): Pre-college to measure language learning motivational orientations among young ELLs

Ardasheva

Tong

Tretter

2012

Learning and Individual Differences

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“…Following the procedures of King andSilver ( 1993) andTakahashi (2001), the treatment session was divided into two segments: 1) a cross-cultural segment com parison (experimental and control groups), and 2) metapragmatic instruction (experimental group only), followed by communicative practice. More specifically, during the pedagogical interven tion the learners in the experimental group were exposed to pragmatic input (lexical and syntactic mitigators in refusal responses) and were made aware (through explicit teaching) of the pragmatic functions of mitigators in refusal responses in formal and informal situations.…”

Section: Pedagogical Intervention: Treatment Materials and Proceduresmentioning

confidence: 99%

Teaching Pragmatics in the Classroom: Instruction of Mitigation in Spanish as a Foreign Language

Félix-Brasdefer¹

2008

Hispania

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. American Association of Teachers of Spanish and Portuguese is collaborating with JSTOR to digitize, preserve and extend access to Hispania. Abstract:Using pedagogical intervention and a pre/posttest, and delayed posttest design, this study examines the effects of explicit instruction on the use of lexical and syntactic mitigators in refusal interactions among intermediate learners of Spanish as a Foreign Language. This quasi-experimental design included two intact classes assigned to two different groups: experimental and control. For both groups, pragmatic development was observed over the course of one semester. Baseline data (LI English, LI Spanish) were also collected. Learners participated in four role-play refusal situations with two native speakers of Spanish, one for formal and one for informal situations. The experimental group was exposed to metapragmatic information featuring explicit teaching on lexical and syntactic mitigators, followed by communicative practice. Results from the posttest (a week after treatment) showed that the pragmatic ability of learners in the experimental group, but not the control group, changed significantly. One change observed was the emergence of different and a higher fre quency of both lexical and syntactic mitigators on both posttests, while the control group mostly employed lexical mitigators. Another change noted among the experimental group was the retention of most mitigating devices one month after instruction.

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Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?

Cited by 106 publications

References 61 publications

The Impact of Task-based Approach on Iranian EFL Learners’ Motivation in Writing Research Abstracts

The Impact of Task-based Approach on Iranian EFL Learners’ Motivation in Writing Research Abstracts

Validating the English Language Learner Motivation Scale (ELLMS): Pre-college to measure language learning motivational orientations among young ELLs

Teaching Pragmatics in the Classroom: Instruction of Mitigation in Spanish as a Foreign Language

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