Beyond the Curriculum: Extended Discourse Practice through Self-Access Pragmatics Simulations

Autor/inn/en	Sydorenko, Tetyana; Jones, Zachary W.; Daurio, Phoebe; Thorne, Steven L.
Titel	Beyond the Curriculum: Extended Discourse Practice through Self-Access Pragmatics Simulations
Quelle	In: Language Learning & Technology, 24 (2020) 2, S.48-69 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Teaching Methods; Pragmatics; Independent Study; Language Usage; Second Language Learning; Second Language Instruction; Computer Software; Computer Simulation; Feedback (Response); Oral Language; Comparative Analysis; Individual Differences; Instructional Effectiveness; Best Practices; Advanced Students; College Students; English (Second Language); Language Tests; Metacognition; Language Processing + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pragmalinguistik; Selbststudium; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Computergrafik; Computersimulation; Oral interpretation; Mündlicher Sprachgebrauch; Individueller Unterschied; Unterrichtserfolg; Fortgeschrittener; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachverarbeitung
Abstract	Usage-based linguistics posits that communicative functions, including pragmatics, are at the core of language (Tomasello, 1992). It is surprising, then, that pragmatics is rarely systematically included in second language curricula (e.g., Bardovi-Harlig, 2017), especially since pragmatics instruction has been shown to significantly contribute to pragmatic development (e.g., Taguchi & Roever, 2017). Addressing this issue, the present study investigates learning outcomes and processes in self-access technology-enhanced instructional simulations for pragmatics that do not require classroom or teacher time. Importantly, these simulations include 1.) oral practice of extended discourse and 2.) feedback--two under-explored aspects of pragmatics instruction (e.g., Holden & Sykes, 2013; Sydorenko, Daurio, & Thorne, 2018). Two versions of the self-access simulations were examined: implicit-only instruction (15 participants) and implicit combined with explicit instruction (11 participants). The quantitative analysis of learners' production data and self-reported noticing revealed that both groups were similarly able to extract relevant (but varying) pragmatics features from instruction. The qualitative analysis, however, revealed that individual learner differences may be a critical factor in the effectiveness of implicit versus explicit instruction. The present study also illustrates how time spans and competition between cognitive resources affect pragmatics learning. In sum, this research informs further development of self-access pragmatics materials. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01