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    Wyświetlanie 1-6 z 6
    Tytuł:
    Strategies and interlanguage pragmatics: Explicit and comprehensive
    Autorzy:
    Sykes, Julie M.
    Cohen, Andrew D.
    Powiązania:
    https://bibliotekanauki.pl/articles/780529.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    interlanguage pragmatics
    learning pragmatics
    pragmatics learning strategies
    strategy instruction
    Opis:
    Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 381-402
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 Spanish apologies development during short-term study abroad
    Autorzy:
    Hernández, Todd A.
    Powiązania:
    https://bibliotekanauki.pl/articles/780497.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    apologies
    pragmatics
    Spanish
    speech acts
    study abroad
    Opis:
    The present study examined the apologies of 18 study abroad (SA) students during a short-term SA experience in Madrid, Spain. Apologies were assessed with a discourse completion task (DCT) consisting of five vignettes that varied across three variables: relative social status of the interlocutor, relative social distance, and seriousness of the offense. Based on performance ratings assigned to them by two native Spanish speakers, the students made significant gains in pragmatic appropriateness from pretest to posttest, on two out of the five individual vignettes, and on the five combined vignettes. Examination of the students’ apologies before and after SA further revealed that they increased several strategies during their time abroad. Despite these gains, other aspects of the SA group’s performance remained the same or, in some cases, moved in the opposite direction of the target norm. Moreover, the students also demonstrated continued overreliance on routine, formulaic expressions on the posttest DCT while underusing some important target-like mitigation strategies. Given the study’s findings, the researcher offers recommendations for teaching pragmatics before and during the SA experience.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 3; 599-620
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English
    Autorzy:
    Krulatz, Anna
    Dixon, Tülay
    Powiązania:
    https://bibliotekanauki.pl/articles/1047058.pdf
    Data publikacji:
    2020-12-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    interlanguage pragmatics
    refusals
    English
    Korean
    Norwegian
    multilinguals
    Opis:
    The present paper describes a contrastive study of interlanguage refusal strategies employed by Korean and Norwegian learners of English as an additional language. The data were collected from multilingual first-year students at an American university in South Korea and in an English-medium program at a Norwegian university by means of an online open discourse completion task and analyzed using the coding categories based on Beebe, Takahashi, and Uliss-Welts (1990), and Salazar Campillo, Safont-Jordà, and Codina Espurz (2009). The data were analyzed to compare the average frequencies of refusal strategies used by the two groups, and the types of direct, indirect, and adjunct strategies that they employed. Independent samples t-tests revealed significant differences in the use of direct and indirect strategies with small effect sizes. The differences in the use of adjunct strategies were not statistically significant, and the effect sizes were negligible. Descriptive statistics of the differences in the types of direct, indirect, and adjunct strategies also revealed interesting patterns. The findings suggest that multilinguals’ pragmatic performance is a complex phenomenon that cannot be explained by the differences in cultural and pragmatic norms of their first language alone.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 4; 751-777
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language pragmatic ability: Individual differences according to environment
    Autorzy:
    Wyner, Lauren
    Cohen, Andrew D.
    Powiązania:
    https://bibliotekanauki.pl/articles/1047092.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 vs. FL pragmatics
    pragmalinguistics
    sociopragmatics
    pragmatic
    transfer
    motivationDCT
    Opis:
    The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 4; 519-556
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future
    Autorzy:
    Cohen, Andrew D.
    Powiązania:
    https://bibliotekanauki.pl/articles/780989.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    dual language program
    immersion program
    translanguaging
    inner voice
    L2 pragmatics
    Opis:
    This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 327-345
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing
    Autorzy:
    Cohen, Andrew D.
    Powiązania:
    https://bibliotekanauki.pl/articles/780889.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    native teachers (NTs) and nonnative teachers (NNTs)
    L2 vs. FL pragmatics
    pragmalinguistics
    sociopragmatics
    Opis:
    The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 4; 561-585
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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