Creating a Social Context through Film: Teaching L2 Pragmatics as a Locally Situated Process

Autor/in	Abrams, Zsuzsanna
Titel	Creating a Social Context through Film: Teaching L2 Pragmatics as a Locally Situated Process
Quelle	In: L2 Journal, 8 (2016) 3, S.23-45 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
Schlagwörter	Second Language Learning; Second Language Instruction; Pragmatics; Social Environment; Films; Sociolinguistics; Teaching Methods; Comparative Analysis; Cooperation; Dialogs (Language); Textbooks; German; College Students; Interaction Process Analysis; Introductory Courses; Ethnography + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Soziales Umfeld; Film; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Dialog; Dialogs; Dialogue; Dialogues; Textbook; Text book; Schulbuch; Lehrbuch; Deutscher; Collegestudent; Prozessanalyse; Einführungskurs; Ethnografie
Abstract	Pragmatics is an underrepresented area in L2 instruction, in spite of disciplinary emphasis on communicative skills (de Pablos-Ortega, 2011; Eisenchlas, 2011). Films have been shown to be capable of mitigating this lack of pedagogically prepared materials (Abrams, 2014; Kambara, 2011; Fernández-Guerra, 2008; Grant & Starks, 2001; Washburn, 2001), and may provide scaffolding for teaching pragmatics as a dynamic, context-dependent phenomenon. In line with current research in pragmatics, wherein participants' motivations, communicative purpose, and social context play significant roles in communication (Boxer, 2002; Kecskés, 2006, 2012; LoCastro, 2011; Scollon & Wong-Scollon, 2003), the present study compares how authentic filmic materials--in contrast with textbook models--help participants develop pragmatic skills that reflect a locally contextualized, emergent view of interaction. Collaborative dialogues of thirty first-year learners of German at a U.S. university were analyzed using interactional sociolinguistics (Piazza, Bednarek, & Rossi, 2011; Tannen, 2005, 2006). Results indicate that film-based dialogues prompted more pragmatically nuanced interactions than did textbook tasks. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01