The Effect of Instruction on Pragmatic Routines in Academic Discussion

Autor/inn/en	Bardovi-Harlig, Kathleen; Mossman, Sabrina; Vellenga, Heidi E.
Titel	The Effect of Instruction on Pragmatic Routines in Academic Discussion
Quelle	In: Language Teaching Research, 19 (2015) 3, S.324-350 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541739
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Pragmatics; Academic Discourse; Control Groups; Experimental Groups; Linguistic Input; Computational Linguistics; Statistical Analysis; Oral Language; Language Tests; Computer Assisted Testing; Pretests Posttests; Vignettes; Speech Acts; Phrase Structure; English for Academic Purposes; Intensive Language Courses; Instructional Effectiveness; College Students; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Discourse; Diskurs; Sprachbildung; Linguistics; Computerlinguistik; Statistische Analyse; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Sprechakt; Phrasenstruktur; Intensivkurs; Sprachkurs; Unterrichtserfolg; Collegestudent
Abstract	This study investigates the effect of instruction on the acquisition of pragmatic routines used in academic discussion, specifically expressions of agreement, disagreement, and clarification. Thirty-seven learners, including an experimental group of 26 students and a control group of 11 students, participated in the study. Five intact classes received instruction across four 50-minute lessons. Input consisted of authentic language samples extracted from the MICASE corpus; instruction included noticing and production activities. Evaluation in the form of a pretest/posttest was administered through a computer-delivered oral-production test, which allowed for free production in a researcher-controlled context. The task included 30 items, including 10 agreement, 10 disagreement, and 10 clarification scenarios. Two-tailed paired-sample t-tests revealed that production of both speech acts and targeted expressions increased significantly in the experimental condition, whereas the control group did not show significant change. The results show that instruction has a significant positive effect on the use of expressions as measured by oral production in conversation simulations. We attribute this positive outcome to two components, instruction and means of evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01