Developing Conceptual Understanding of Sarcasm in L2 English through Explicit Instruction

Autor/inn/en	Kim, Jiyun; Lantolf, James P.
Titel	Developing Conceptual Understanding of Sarcasm in L2 English through Explicit Instruction
Quelle	In: Language Teaching Research, 22 (2018) 2, S.208-229 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816675521
Schlagwörter	Concept Formation; Native Language; Korean; Language Usage; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Negative Attitudes; Teaching Methods; Speech Communication; Interviews; Student Attitudes; Advanced Students; Foreign Countries; Focus Groups; Instructional Effectiveness; College Students; Video Technology; Web Sites; Scoring; Native Speakers; Evaluators; Statistical Analysis; Qualitative Research; South Korea + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Koreanisch; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Negative Fixierung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Schülerverhalten; Fortgeschrittener; Ausland; Unterrichtserfolg; Collegestudent; Web-Design; Bewertung; Muttersprachler; Statistische Analyse; Qualitative Forschung; Korea; Republik
Abstract	This article reports on a pedagogical project aimed at helping second language (L2) learners of English develop the ability to detect and appropriately interpret spoken sarcasm. The study used a pre- and posttest procedure to assess the development of learners' ability to both detect sarcasm and impute appropriate speaker intentions and attitudes conveyed through sarcastic utterances as result of a 10-week instructional program. The study also used interviews to gauge changes in learners' conceptual understanding of English sarcasm. Beyond improving learners' ability in the L2, a side effect of the project was that learners reported an enhanced awareness of the use and functions of sarcasm in their first language (L1), Korean. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01