Learner-Learner Interaction during Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands

Autor/inn/en	Kim, YouJin; Taguchi, Naoko
Titel	Learner-Learner Interaction during Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands
Quelle	In: Foreign Language Annals, 49 (2016) 1, S.42-57 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12180
Schlagwörter	Role; Pragmatics; Task Analysis; Asians; Junior High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Collaborative Writing; Discourse Analysis; Peer Relationship; Interaction Process Analysis; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Rollen; Pragmalinguistik; Aufgabenanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Peer-Beziehungen; Prozessanalyse; Ausland; Korea; Republik
Abstract	Previous task complexity studies have suggested that learners produce more negotiation of meaning opportunities during complex tasks than simple tasks (Robinson, 2011). The present study builds on the existing task complexity literature by examining the impact of task complexity and pragmatic situational demands on the number of learning opportunities for request-making expressions. Forty-nine Korean junior high school learners of English as a foreign language were randomly assigned to participate in either simple- or complex-collaborative pair writing tasks, which included different levels of pragmatic situational demands. The interactions were transcribed and analyzed for the frequency of pragmatic related episodes (PREs; Kim & Taguchi, 2015) as well as the number of turns within each PRE. The results showed that task complexity played an important role in facilitating PREs by targeting sociopragmatic factors and not pragmalinguistic forms, regardless of the level of pragmatic task demands. Results are discussed in light of promoting interaction-driven learning opportunities for pragmatics using collaborative tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01