Metapragmatic Instruction (6Rs) versus Input-Based Practice: A Comparison of Their Effects on Pragmatic Accuracy and Speed in the Recognition and Oral Production of English Refusals

Autor/inn/en	Shirinbakhsh, Salva; Rasekh, Abbass Eslami; Tavakoli, Mansoor
Titel	Metapragmatic Instruction (6Rs) versus Input-Based Practice: A Comparison of Their Effects on Pragmatic Accuracy and Speed in the Recognition and Oral Production of English Refusals
Quelle	In: Language Learning Journal, 46 (2018) 4, S.514-537 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1186722
Schlagwörter	Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Accuracy; Oral Language; Metalinguistics; Linguistic Input; Teaching Methods; Comparative Analysis; Foreign Countries; Language Processing; Interlanguage; Majors (Students); Undergraduate Students; Cultural Differences; Language Teachers; Teacher Education Programs; Listening Comprehension; Task Analysis; Decision Making; Iran + Suchen Sie Ihr Suchwort? Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Metalanguage; Metasprache; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sprachverarbeitung; Zielsprache; Kultureller Unterschied; Language teacher; Sprachunterricht; Hörverständnis; Aufgabenanalyse; Decision-making; Entscheidungsfindung
Abstract	Recent findings in the field of pragmatics have revealed that pragmatic accuracy (knowledge) and pragmatic speed (processing ability) function as two distinct and non-parallel components of pragmatic competence. Anderson's adaptive control of thought--rational (ACT-R) model, which emphasises the development of skill through repeated practice, offers a useful framework for understanding how pragmatic speed can be enhanced. This study set to examine the impact of an ACT-R based form of instruction, input-based practice, on the development of pragmatic recognition and oral production of English refusals in a group of Iranian English as a Foreign Language (EFL) learners. It compared the results from that pedagogic treatment with those from a similar group following '6Rs' metapragmatic instruction, which does not include repeated activities. A total of 115 Iranian EFL students took part in the study. The findings suggest the value of both input-based practice and metapragmatic instruction in developing different aspects of L2 pragmatic competence; input-based practice was found to impact more on language learners' pragmatic speed while the 6Rs approach had a more consistent impact on pragmatic accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01