Teachability of request act peripheral modification devices in third language learning contexts

Safont, Pilar; Soler, Eva Alcón

doi:10.1075/pbns.217.09saf

Cited by 11 publications

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“…ILP instructional studies have mostly focused on exploring which methodology is most effective for teaching pragmatics. Earlier studies compared explicit versus implicit instruction, showing that explicit groups tend to outperform the implicit ones, since learners seem to benefit from metapragmatic explanations (Alcón-Soler, 2005Martínez-Flor, 2006;Nguyen, Pham & Pham, 2012;Safont-Jordà & Alcón-Soler, 2012). Implicit instruction, however, may also be beneficial as long as students' attention is drawn to the target pragmatic forms (Taguchi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teaching second language pragmatics in the current era of globalization: An introduction

Hernández

Barón

2021

Language Teaching Research

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The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers have become a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have explored which methodology is most effective for teaching pragmatics. Earlier ILP studies compared explicit versus implicit instruction, highlighting the key role of explicit metapragmatic explanations. More recently, scholars have investigated how to create opportunities to for authentic pragmatic practice inside the classroom. To do so, some studies have implemented task-based language teaching to provide students with goal-oriented meaningful activities that address their real-world needs. Other studies have incorporated technology-enhanced materials such as simulated immersive environments and computer-mediated communication to promote students’ engagement in authentic use of the language beyond the classroom. Another current concern in L2 pragmatic instruction is how to account for the emergence of English as an International Language (EIL), and the consequent need to guide learners into acquiring language as a tool to mediate across linguistic and cultural boundaries. Different studies have adopted an EIL perspective, proposing the enhancement of students’ metapragmatic awareness and strategies to deal with the hybrid nature of English and its associated varieties and cultures. The special issue ‘Teaching second language pragmatics in the current era of globalization’ aims to illustrate such current trends, with six contributions by distinguished scholars in the field of L2 pragmatics from all over the globe.

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Section: Introductionmentioning

confidence: 99%

Teaching second language pragmatics in the current era of globalization: An introduction

Hernández

Barón

2021

Language Teaching Research

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“…Despite the increase in studies on pragmatic learning in multilinguals (e.g. 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.…”

Section: Introductionmentioning

confidence: 99%

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

Martín-Laguna

Soler

2018

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Research has shown that being multilingual is a valuable asset for learning pragmatics.By adopting a multilingual turn perspective, this study investigates patterns of pragmatic development in the multilingual classroom setting of the Valencian Community in Spain, where English, Catalan and Spanish coexist. Participants were 313 learners of English and 15 teachers. Each learner wrote three argumentative essays over one academic year in three languages: English, Catalan and Spanish. A mixed method approach was followed to examine learning trajectories of two types of discourse-pragmatic markers: textual and interpersonal markers. Quantitative results revealed significant gains in the production of textual discourse-pragmatic markers in English, while interpersonal discourse-pragmatic markers followed an irregular pattern.Findings also revealed variations in discourse-pragmatic marker learning trajectories in English, Catalan and Spanish: learning trajectories in the minority language (Catalan) and the L3 (English) were more fluctuating and the patterns interacted with each other, which contrasted with the linear development found in the majority language (Spanish).Qualitative findings are discussed to illustrate how factors such as learners' pragmatic awareness, teachers' practices and the sociolinguistic context of the study may interact in the process of pragmatic learning in the multilingual classroom.2

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“…However, few studies have analyzed pragmatic competence in multilingual settings (exceptions include Cenoz, 2003;Martin-Laguna & Alcón-Soler, 2015;Portolés, 2015;Safont & Portolés, 2016;Safont, 2005;Safont & Alcón-Soler, 2012). Results on pragmatic competence in multilingual settings suggest that multilingual learners have an advantage over monolinguals in producing requests (Cenoz, 2003;Safont, 2005), request modifiers (Safont & Alcón-Soler, 2012) and refusals (Alcón-Soler 2012), and in using translanguaging practices (Safont & Portolés, 2016). Multilingual students' pragmatic competence has also been studied in terms of awareness and comprehension of target pragmatic features.…”

Section: Multilingual Students' Pragmatic Competencementioning

confidence: 99%

Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context

Martinez¹,

Hernández²

2019

ELT

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The purpose of this study is to investigate the production of pragmatic markers (PMs) by multilingual students in a CLIL context. Previous studies have analyzed pragmatic competence in multilingual settings (e.g., Cenoz, 2003; Martín-Laguna & Alcón-Soler, 2015; Portolés, 2015; Safont & Portolés, 2016). However, to the best of our knowledge, no previous study has investigated the use of PMs across languages at the oral level in the multilingual classroom. As suggested by Nashaat-Sobhy (2017, p. 69), there is a need for studies that support or refute whether CLIL helps students communicate more appropriately. In an attempt to fill this gap, the overall aim of this research study is to explore how multilingual students use PMs across languages –namely Spanish, Catalan and English- in terms of frequency and type of PM. Participants were 19 Spanish students in an instructional context where three languages are in contact, namely English, Catalan and Spanish. They completed a language background questionnaire and comparable oral decision-making tasks carried out in pairs, one task in each of the target languages. The analysis explored the frequency and type of PMs (i.e. textual and interpersonal markers). Findings revealed significant differences in the frequency and type of both interpersonal and textual PMs across the three languages, shedding some light on the particular characteristics of the pragmatic competence of multilingual learners in a CLIL setting.

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Teachability of request act peripheral modification devices in third language learning contexts

Cited by 11 publications

References 0 publications

Teaching second language pragmatics in the current era of globalization: An introduction

Teaching second language pragmatics in the current era of globalization: An introduction

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

Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context

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