The Effect of a Collaborative Translation Task on the Learning and Retention of Pragmatic Knowledge

Autor/inn/en	Kargar, Aliasghar; Ahmadi, Alireza
Titel	The Effect of a Collaborative Translation Task on the Learning and Retention of Pragmatic Knowledge
Quelle	In: Language Learning Journal, 51 (2023) 1, S.78-93 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1957989
Schlagwörter	Translation; Task Analysis; Second Language Learning; Second Language Instruction; Cooperative Learning; Language Tests; Scaffolding (Teaching Technique); Retention (Psychology); Speech Acts; Pragmatics; Learning Processes; Comparative Analysis; Language Processing; Sociolinguistics; Metalinguistics; Cultural Awareness; Outcomes of Education; Indo European Languages; Contrastive Linguistics; Undergraduate Students; Majors (Students); English (Second Language); Native Language; Foreign Countries; Scores; Iran + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Kooperatives Lernen; Language test; Sprachtest; Merkfähigkeit; Sprechakt; Pragmalinguistik; Learning process; Lernprozess; Sprachverarbeitung; Soziolinguistik; Metalanguage; Metasprache; Cultural identity; Kulturelle Identität; Lernleistung; Schulerfolg; Indoeuropäisch; Linguistics; Kontrastive Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	As language acquisition research supports the value of the interactive scaffolded environment and awareness-raising communicative tasks for the development of pragmatic knowledge, the present study attempted to investigate the effect of Collaborative Translation Task (CTT) on learning and retention of request speech act strategies. The main objective of the study was to determine whether collaborative translation tasks, either from or to the target language, presented in a supportive expert-novice environment, might lead to more efficient learning and retention of pragmatic knowledge. For this purpose, an experimental study was designed with four experimental groups and one control group, receiving different types of treatment including CTTs, and structured input with and without explicit instruction. Three equivalent forms of discourse completion tasks (DCT) were given to 150 low-intermediate participants as a pre-test, a post-test and a two-month follow-up delayed post-test. The results of the study indicated that CTTs appeared to have enabled noticing and deeper processing of both pragmalinguistic and sociopragmatic knowledge and resulted in improved learning and retention of pragmatic knowledge. The results also provide positive evidence for House's (2008) hypothesis that translation has the potential to raise pragmatic and cross-cultural awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01