'Why Did You Do That?' The Effects of Instruction on Recognition and Production of Informal Second Party Complaints

Autor/inn/en	Almalki, Ziad; Jones, Christian
Titel	'Why Did You Do That?' The Effects of Instruction on Recognition and Production of Informal Second Party Complaints
Quelle	In: Language Learning Journal, 50 (2022) 4, S.443-459 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2088442
Schlagwörter	Speech Acts; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Pragmatics; Receptive Language; Expressive Language; Computer Software; Comparative Analysis; Peer Relationship; Teaching Methods; Synchronous Communication; Interlanguage; Outcomes of Education; Computer Mediated Communication; Videoconferencing; Undergraduate Students; Saudi Arabia + Suchen Sie Ihr Suchwort? Sprechakt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Pragmalinguistik; Rezeptive Kommunikationsfähigkeit; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Zielsprache; Lernleistung; Schulerfolg; Computerkonferenz; Saudi-Arabien
Abstract	There have been a number of studies on the use of complaints as a speech act. The majority of these studies have included analysis of how different first language speakers make complaints while only a limited number of studies have examined the effects of instruction on the development of complaints as a speech act. Those that have examined this area have tended to focus on oral complaints made to second parties. The current study focuses on the receptive and productive benefits of instruction in developing informal second party complaints in the context of interaction amongst peers. Using an experimental design with control and experimental groups, we examined the effects of instruction on EFL learners in Saudi Arabia as related to informal second party complaints made via WhatsApp text-chat. Results show a significant effect on receptive knowledge of complaints for the experimental group but no significant differences in terms of appropriacy of complaint production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01