Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

Autor/inn/en	van Compernolle, Rémi A.; Henery, Ashlie
Titel	Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
Quelle	In: Language Learning, 64 (2014) 3, S.549-578 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12054
Schlagwörter	Second Language Learning; Vignettes; Language Usage; Pragmatics; Second Language Instruction; French; Form Classes (Languages); Interpersonal Relationship; Sociocultural Patterns; Language Processing; Computer Assisted Instruction; Metalinguistics; Questionnaires; Psychology; College Students; Concept Formation; Teaching Methods; Social Distance; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachgebrauch; Pragmalinguistik; Fremdsprachenunterricht; Französisch; Analytischer Sprachbau; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziokulturelle Theorie; Sprachverarbeitung; Computer based training; Computerunterstützter Unterricht; Metalanguage; Metasprache; Fragebogen; Psychologie; Collegestudent; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., "tu" versus "vous") as revealed through language awareness questionnaires, appropriateness judgment tasks, and computer-mediated strategic interaction scenario performances. Following this three-tiered approach to analysis, our findings show that learners developed a deeper and more systematic understanding of "tu" and "vous," that they were able to apply the concepts in planning language use, and that their use of "tu" and "vous" became more sensitive to maintaining symmetrical social relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10