Synchronous CMC and Pragmatic Development

Abstract

This study systematically examines the strength of the connection between synchronous CMC and pragmatic instruction by measuring the effects of three types of synchronous group discussion (written chat [WC], oral chat [OC], and traditional face-to-face [FF] discussion) on the acquisition of the speech act (refusals of an invitation) in the target language. Zhao (2003) notes that CMC research is limited in terms of investigating the effects these types of discussions have on other features of language development. Even so, the existing research indicates a positive connection between the use of written chat and oral production (e.g., Healy-Beauvois, 1997; Payne & Whitney, 2002). However, no other investigations specifically address the effects of CMC (written or oral) on pragmatic acquisition. In this study, two classes of third-semester Spanish students (N = 27) participated in small group discussions as well as pre and post role-play tasks that elicited the invitation refusal. Qualitative and quantitative analyses of these role plays illustrate that synchronous discussion type does have an effect on pragmatic development. The WC groups outperformed the others in terms of both complexity and variety of strategies used. A discussion of the results and implications for future research and pedagogy is included.

Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective

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The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs

“…Simply because Second Life can support voice does not mean that it is always the most appropriate medium for the learning outcomes being targeted. Indeed, the research literature from language education in general and computer-mediated language education in particular reveals that writing not only improves written language skills, but also facilitates orality as well as linguistic and metalinguistic awareness (Beauvois, 1998;Chun & Plass, 2000;O'Rourke, 2005;Schwienhorst, 2002;Sykes, 2005;Thorne, 2008;Wells, 1981). Ma's (1996) research in text-based virtual worlds also revealed a greater level of self-disclosure, egalitarianism and intercultural awareness than found in face to face exchanges between East Asian and North American college students.…”

Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education

“…Research has shown that pragmatics is indeed teachable and should be included in L2 language learning (Cohen, 1996;Kasper, 1997;LoCastro, 2003;Rose & Kasper, 2001;Rose, 2005). Furthermore, internet-mediated tools offer immense potential to overcome some of the inherent difficulties in teaching pragmatics (Sykes, 2005). Some of these difficulties include: (a) individual personality differences and sensitivity to certain contextual factors influencing the interaction (Bardovi-Harlig, 2001;Kasper, 1997), (b) assessment and feedback challenges (Cohen, 2004;Roever, 2004;Salaberry & Cohen, 2006), and (c) immense variation (dialect, social, individual) (Márquez-Reiter & Placencia, 2005).…”