Teaching the Pragmatics of Russian Conversation Using a Corpus-Referred Website

Autor/in	Furniss, Eddie A.
Titel	Teaching the Pragmatics of Russian Conversation Using a Corpus-Referred Website
Quelle	In: Language Learning & Technology, 20 (2016) 2, S.38-60 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Pragmatics; Russian; Second Language Learning; Second Language Instruction; Consciousness Raising; Computational Linguistics; Pretests Posttests; Web Sites; Oral Language; Language Proficiency; Questionnaires; Listening Comprehension; Teaching Methods; Computer Assisted Instruction; Native Language; Auditory Perception; Language Tests; Control Groups; Experimental Groups; Feedback (Response); English; Student Attitudes + Suchen Sie Ihr Suchwort? Pragmalinguistik; Russisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Bewusstseinsbildung; Linguistics; Computerlinguistik; Web-Design; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Fragebogen; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Language test; Sprachtest; English language; Englisch; Schülerverhalten
Abstract	Pragmatic competence is essential for oral fluency and listening comprehension, allowing speakers to use and interpret language appropriately in varied contexts. The use of technological applications for teaching pragmatics is on the rise (Taguchi & Sykes, 2013), in part because they are well-suited to the types of awareness-raising tasks which support Schmidt's (1993; 2001) noticing hypothesis. However, the effectiveness of computer-assisted language learning (CALL) applications in the teaching of routine formulas--phrases with pragmatic functions--has yet to be examined. This paper reports on the impact of an awareness-raising, corpus-referred instructional website on L1 English learners' acquisition of nine Russian routine formulas. Intermediate and advanced learners of Russian were recruited and assigned to either the experimental (n = 18) or control (n = 16) group. All participants completed an oral proficiency assessment, a background questionnaire, and a pre-test, post-test (two weeks after the pre-test) and delayed post-test (four weeks after the post-test) that assessed comprehension, use, and aural recognition of the routine formulas. Experimental group participants completed the web-based modules and responded to a feedback form. Results indicate that the intervention had a durable effect on learners' awareness of the targeted routine formulas and lowered aural recognition of nonce formulas. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01