Metapragmatic Knowledge and Transfer of Learning across Speech Acts

Autor/inn/en	Taguchi, Naoko; Chen, Ying; Qin, Yuqing
Titel	Metapragmatic Knowledge and Transfer of Learning across Speech Acts
Quelle	In: Applied Linguistics, 44 (2023) 2, S.217-238 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amac043
Schlagwörter	Pragmatics; Speech Acts; Transfer of Training; Metalinguistics; Correlation; Chinese; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Teaching Methods; Social Status; Social Distance; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Pragmalinguistik; Sprechakt; Training; Transfer; Ausbildung; Metalanguage; Metasprache; Korrelation; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Status; Unterrichtserfolg
Abstract	This study explored the relationship between metapragmatic knowledge and transfer of learning from one speech act to another. Using a digital application, 105 Chinese learners of English received implicit instruction on how to formulate a high-imposition request to someone in a higher social status and larger social distance. Immediately after the instruction, they reported what they thought they learned or noticed during the instruction, which served as an indication of their metapragmatic knowledge. After this, they completed immediate and delayed post-tests that assessed their knowledge of the instructed speech act (request-making) as well as their knowledge of the uninstructed speech act, advice-giving (transfer item). Results showed that the participants made significant gains in their productive knowledge of both speech acts after the instruction. The participants' metapragmatic knowledge significantly correlated with their test performance for both speech acts. These findings indicate that transfer of learning from one speech act to another can occur after instruction. The findings also support that metapragmatic knowledge established during instruction is related to the transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01