Teachability and bilingualism effects on third language learners' pragmatic knowledge

Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach

“…Alcón-Soler, 2012;Martín-Laguna, 2016;Martín-Laguna and Alcón-Soler, 2015;Portolés, 2015;Safont-Jordà, 2005;Safont-Jordà and Alcón-Soler, 2012;Safont-Jordà and Portolés, 2015), the process of pragmatic learning in multilingual instructional contexts remains rather underexplored. Research to date has reported the advantages of learning pragmatics in multilingual contexts over other instructional contexts (Alcón-Soler, 2012;Portolés, 2015) and has indicated that the languages in the multilingual's mind interact with each other at the pragmatic level (Safont-Jordà, 2011. Taking into account the scarcity of longitudinal studies on pragmatic learning in multilingual classrooms, the present work looks at the patterns of change in the process of pragmatic learning in a multilingual classroom context.…”

Teaching Apology Formulas at the Discourse Level: Are Instructional Effects Maintained over Time?

“…12795/elia.2016.i16.02 Teaching apology formulas at the discourse level able to appropriately engage in talk-in-interaction. Dealing with refusals, the studies by Alcón and Guzmán (2010) and Alcón (2012) examined the benefits of pragmatic instruction at the discourse level on learners' awareness of this speech act. Alcón and Guzmán (2010) implemented an instructional treatment based on Félix-Brasdefer's (2006) model to teach the negotiation of refusals by using conversational analysis (CA) tools.…”

“…Results from their study showed that learners not only improved their awareness of the pragmalinguistic and sociopragmatic issues involved in performing appropriate refusals, but also paid attention to other conversational skills such as turn taking or negotiation strategies. As a follow-up study, Alcón (2012) examined the effect of bilingualism on learners' attention and comprehension of refusals. Findings from this study also illustrated the positive effect of teaching refusals at the discourse level since learners' awareness of this speech act increased.…”

“…Thus, in line with previous research that has focused on teaching refusals at the discourse level (Alcón and Guzmán, 2010;Alcón, 2012), this study has also incorporated the use of audiovisual material to offer contextually rich input that presents apologies in interaction (i.e. as in a conversation in which they need to be co-constructed over a series of turns).…”

Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences

“…Two such approaches are the intention-oriented input-based approach and the incidental learning-induced instruction. Since Schmidt (1993) addressed attention, awareness and intention as necessary conditions for L2 learning, researchers have started to investigate the effectiveness of consciousness-raising instruction on L2 pragmatics (e.g., Abolfathiasl & Abdullah, 2015;Alcón, 2005Alcón, , 2012Martínez-Flor & Fukuya, 2005;Mwinyelle, 2005;Narita, 2012;Takimoto, 2012;Wilder-Basset, 1984).…”