جستجوی مقالات مرتبط با کلیدواژه "pragmatic development" در نشریات گروه "ادبیات و زبان ها"
تکرار جستجوی کلیدواژه «pragmatic development» در نشریات گروه «علوم انسانی»جستجوی pragmatic development در مقالات مجلات علمی
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Journal of English Language Teaching and Learning, Volume:15 Issue: 32, Fall-Winter 2023, PP 178 -196Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (11 male and nine female) intermediate English as a foreign language (EFL) participant with an age range of 19 to 31 were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L2 pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L2 teachers and augment our understandings of the role of recast in L2 pragmatics and reciprocity patterns of students.Keywords: pragmatic development, recast, pattern of reciprocity, request, Pragmatics
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This study attempts to investigate the pragmalinguistic and sociopragmatic development of Iranian EFL learners cross-sectionally when making requests in different situations. To this end, 103 university students in three proficiency levels of pre-intermediate, upper-intermediate, and advanced were asked to write three discourse completion tests (DCTs) of requests in different situations with various social and power relation demands and 20% of them were interviewed about their DCTs. The analyses of these written and verbal reports suggested that parallel with proficiency there was a movement from directness to conventional indirectness and an expansion of the repertoire of both external and internal modification devices. Even though all the participants expressed their awareness of the sociopragmatic requirements of different request situations in their verbal reports, increasing proficiency led to the application of this awareness in practice. That is, advanced learners were more successful to differentiate among the situations both sociopragmatically and pragmalinguistically. The results are discussed in light of previous research and available developmental patterns.Keywords: pragmatic development, Request, Interlanguage pragmatics, EFL learners
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Unprecedented interest in pragmatic abilities of competent speakers of language has raised some questions regarding the nature of pragmatic competence in different languages. Acquisition of pragmatics in early bilinguals has the advantage of illuminating the similarities and differences of pragmatic competence across languages. The purpose of this study was to investigate the comprehension of indirect requests and the production of requests in early bilinguals which is underrepresented in literature on pragmatic acquisition. At the same time the secondary purpose of the study was to tackle another gap in similar studies of first language acquisition, that is, reflecting on the implications of research findings for teaching pragmatics. The participants of the study were two bilinguals aged 3.5 and 2.4 at the start of the study which lasted for 8 months. The data comes from diary notes and recordings of the children‟s interaction with their mothers and in some cases their peers as well as their responses to indirect requests made by the researchers. The data were analyzed both qualitatively (using Straus and Corbin‟s (1998) model) and quantitatively (using chi-square tests). The analysis revealed that their comprehension of indirect requests did not differ significantly in the two languages and their production of requests was similar regarding the types of requests in the two languages. The findings suggest that there might be one pragmatic competence for both of the languages which bilinguals draw upon in production of requests and comprehension of indirect requests. The implications for teaching pragmatics are also discussed.Keywords: pragmatic development, request, indirect request, bilingual
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Despite an upsurge of interest in teaching pragmatics in recent years, the assessment of L2 pragmatic competence appears to have attracted little attention. Assessment in this area seems to center on either formal or interactional assessment (see Ross & Kasper, 2013). Using qualitative analysis, this preliminary study explores the benefits and limitations of the teacher-based and interactional assessment of young learners’ pragmatic development facilitated through dialogic intervention into pragmatics using the visual presentation of narratives. The teacher-based assessment instruments included: a) formality judgment tasks (FJTs); b) discourse completion tasks (DCTs); c) student-generated visual DCTs (SVDCTs); d) pre-designed assessment rubrics; and e) the teacher’s written reflections. The outcome of these instruments was compared with the analysis of f) audio- and video-recorded classroom interactions. The data from five Japanese learners aged 7-12 studying in Hong Kong are reported. The analysis of the data demonstrated that multiple teacher-based assessments used at different points during the instruction revealed enhanced pragmatic awareness and production of the target requests on the learners’ part. However, the teacher-based assessment instruments sometimes resulted in an incomplete or inconsistent data set and occasionally yielded overly generous or inaccurate assessments. In contrast, the interactional assessment, though it tends to be impractical in everyday teaching contexts, revealed the teacher’s ongoing mediation and the dynamic process of joint knowledge construction, including teacher or peer scaffolding, the learners’ response to the mediation, collaborative meaning-making, stages of other-regulation, and emerging signs of self-regulation. Some of the teacher-based assessments offered an opportunity to explore a broader repertoire of pragmatic knowledge in the learners that may not surface in interactive oral discourse. Teacher-based and interactional assessment can thus be viewed as complementary in terms of credibility and practicality as they inform each other regarding the learning outcome and the process of knowledge co-construction. (299words)Keywords: teacher, based assessment, interactional assessment, pragmatic development, young learners, mediation, scaffolding, knowledge co, construction, requests, student, generated visual DCTs, multimodality
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