Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Hernández, Ariadna Sánchez; Soler, Eva Alcón

doi:10.1016/j.pragma.2018.08.006

Cited by 30 publications

(12 citation statements)

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“…A plethora of experimental studies have been conducted to date on the performance of different pragmatic features and speech acts, such as requests, apologies, refusals, compliments, and complaints, in the L2 context (for reviews, see Takahashi, 2010aTakahashi, , 2010bHazaymeh & Altakhaineh, 2019;Wafa' & Altakhaineh;2019;Haghighi et al, 2019). Many have conclusively reported that pragmatic competence can indeed be fostered through instruction; however, the level of pragmatic development is subject to the pragmatic aspect under investigation, contextual factors, and individual differences of learners (Taguchi, 2008;Sánchez-Hernández & Alcón-Soler, 2019). Accordingly, there has been a vast proliferation of interlanguage pragmatic (ILP) research aimed at developing pragmatic knowledge in short-and long-term instructional classroom-based settings in the field of foreign language teaching and learning (for reviews of ILP research, see Taguchi, 2015;Plonsky & Zhuang, 2019).…”

Section: Pragmatic Instruction In the Efl Contextmentioning

confidence: 99%

“…This requires language learners, on the one hand, to be capable of using the language in accordance with the norms of the target community and with the norms of communication with various interlocutors. On the other hand, they ought to possess certain perceptions, knowledge, and skills to perceive cultural differences and to partake in intercultural contributions (Sánchez-Hernández & Alcón-Soler, 2019). Recent evidence has further affirmed that some pragmatic functions and relevant contextual factors are often not sufficiently salient to be noticed by learners despite prolonged exposure in naturalistic settings with native speakers (Taguchi, 2019), whereas native speakers are less tolerant of violations of these pragmatic functions.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

Alsmari¹

2020

IJEL

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While pragmatic instruction has received considerable attention from researchers of interlanguage pragmatics over the last three decades, its effective implementation in the EFL classroom remains an unresolved question. The flipped classroom model is a recently developed teaching method that constitutes a role change for teachers and learners, inverting the front-of-class instruction paradigm in favor of active and collaborative classroom learning. To potentially take advantage of this promising trend, the present study seeks to explore the effectiveness of the flipped classroom for developing Saudi EFL undergraduates’ pragmatic competence and language proficiency by focusing on the comprehension of conversational implicatures during one academic semester. A total of 100 students, assigned to flipped teaching group (n=50) and traditional teaching group (n=50), participated in the study. To elicit the required data, the Oxford Placement Test, a discourse completion test, and reflective e-portfolios were used. A post-test revealed that pragmatic competence significantly increased in the case of the flipped group. The mean score of the flipped group (M=18.48) was considerably higher than that of the traditional group (M=14.68). In following the flipped model of instruction, this progress was influenced by effective out-of-class preparation and appropriate manipulation of in-class time.

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Section: Pragmatic Instruction In the Efl Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

Alsmari¹

2020

IJEL

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“…Research has conclusively reported positive effects of classroom instruction on students' pragmatic development, regardless of linguistic background; therefore, instructional intervention is beneficial and facilitative for the acquisition of L2 pragmatic competence. Nevertheless, the degree of pragmatic progress is susceptible to several variables affecting the learning process, such as the targeted pragmatic feature, contextual factors, and individual differences among learners (Sánchez-Hernández & Alcón-Soler, 2019). In the same vein, other ILP researchers have proposed that language learners' attainment of the ability to use the pragmatic aspects of the TL accurately and appropriately is profoundly affected by three factors: "appropriate input, opportunities for output and provision of feedback" (Martínez-Flor & Usó-Juan , 2010, p. 9).…”

Section: Introductionmentioning

confidence: 99%

“…In the same vein, other ILP researchers have proposed that language learners' attainment of the ability to use the pragmatic aspects of the TL accurately and appropriately is profoundly affected by three factors: "appropriate input, opportunities for output and provision of feedback" (Martínez-Flor & Usó-Juan , 2010, p. 9). As a result, empirical investigations have sought to securitize the effects of various contextual parameters that may activate the acquisition of L2 pragmatic competence, such as motivation, language proficiency, emotional intelligence, the educational setting, length of residence in a TL country, and metapragmatic discussions (Derakhshan & Eslami, 2015;Sánchez-Hernández & Alcón-Soler, 2019;Rafieyan et al, 2014;Roever, 2012;Takahashi, 2010a;Takahashi, 2010b). As pragmatics have increasingly proven to be amenable to intervention, ILP researchers and practitioners have begun examining the effectiveness of dichotomous teaching approaches and modes of instruction in comparison to others and exploring whether different teaching approaches yield different outcomes in various contextual settings, namely explicit vs. implicit, inductive vs. deductive, input vs. output-based instruction, and metapragmatic instruction, with a few studies focusing on the Arab World English Journal www.awej.org ISSN: 2229-9327 5 integration of modern technological tools into L2 pragmatics instruction (e.g., Alcón-Soler & Pitarch, 2010;Alsmari, 2020;Takahashi, 2010a).…”

Section: Introductionmentioning

confidence: 99%

A Video-driven Approach to Promoting Pragmatic Development in the Context of English as a Foreign Language

Alsmaril¹

2020

AWEJ

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While pragmatic competence has proven to be teachable over the past three decades, determining the most appropriate and effective approach to facilitating English as a foreign language (EFL) students' pragmatic development is still a central concern for researchers of interlanguage pragmatics (ILP). An investigation into the effects of video-driven prompts on less-studied and more complex teaching speech acts, such as complaints, will significantly supplement the inconclusive results of pragmatic interventional studies in foreign language contexts. To this end, the present study aims to investigate the effects of metapragmatic instruction on English complaints through the implementation of video-driven prompts to raise Saudi female EFL students' awareness of the pragmalinguistic and sociopragmatic aspects associated with the production of appropriate and accurate target-like complaints during one academic semester. Both qualitative and quantitative methods were used to collect data from 62 English majors, assigned to an experimental group (n = 31) and a conventional group (n = 31), at Prince Sattam bin Abdulaziz University, Saudi Arabia. To elicit the required data, a proficiency test and pre-/post-test written discourse completion tests (WDCT) were distributed among participants. The results of the posttest demonstrated significant improvement in participants' pragmalinguistic and sociopragmatic skills in the production of English complaints. The experimental group immensely outperformed the control group due to their exposure to authentic, contextualized video excerpts. The study supports the teachability of complaints as well as the benefits of incorporating metapragmatic awareness tasks based on contextually authentic input, which can, in turn, accelerate EFL students' ability to produce pragmatically appropriate and accurate target-like complaints.

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“…Interactional competency (see studies by Ishida, 2009;Taguchi, 2014) is characterised as learners bringing a variety of linguistic and semiotic resources to jointly contribute to ongoing discourse and co-accomplish specific language goals (Young, 2011). Intercultural competency, according to Fantini and Tirmizi (2006, p. 12), is "a complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself " (see recent studies by McConachy, 2018 andSánchez-Hernández &Alcón-Soler, 2018). These alternatives to established models of competency offer an additional window within which to view and analyse what it means to be a successful language user in today's multicultural and multilingual society.…”

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confidence: 99%

Introduction

Wang¹,

Halenko²

2019

EAP

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Second language pragmatics, also known as interlanguage pragmatics, "investigates how L2 learners develop the ability to understand and perform action in a target language" (Kasper & Rose, 2002, p. 5). Being pragmatically competent in another language is considered an essential component of being a successful communicator, as outlined in a number of leading influential frameworks of communicative competence (Bachman & Palmer, 1996;Canale & Swain, 1980;Hymes, 1972). These early frameworks advocate not only the importance of knowing the constructs of a language, but having the ability to use language in socially appropriate ways. For instance, when requesting a favour from someone, in addition to knowing what forms and lexis are needed to produce the request (grammatical competence), users need to consider their linguistic choices in light of acceptability of the request according to the local cultural norms, the specific situation, the favour itself, and from whom they are soliciting the favour (pragmatic competence). Both competencies are inextricably linked and need equal attention in the language-learning process. Leech (1983) and Thomas (1983) describe pragmatic competence as the sum of two specific components: 'pragmalinguistics' (the knowledge of linguistic resources needed for communication) and 'sociopragmatics' (the knowledge of sociocultural rules which govern these resources). Second language pragmatics investigations often draw on these distinctions when evaluating and assessing L2 performance.Recently, second language pragmatic investigations have begun to highlight the interplay of interactional and intercultural competences in the language-learning process given today's interconnected societies within which language users now operate. Kizu, Pizziconi, and Gyogi's paper in this issue, which investigates inter-

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Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Cited by 30 publications

References 52 publications

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

A Video-driven Approach to Promoting Pragmatic Development in the Context of English as a Foreign Language

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