Corpus Pragmatics and Multimodality: Compiling an Ad-Hoc Multimodal Corpus for EFL Pragmatics Teaching

Autor/in	Peñarroja, Manuel Rodríguez
Titel	Corpus Pragmatics and Multimodality: Compiling an Ad-Hoc Multimodal Corpus for EFL Pragmatics Teaching
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.927-946 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Peñarroja, Manuel Rodríguez)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Pragmatics; Computational Linguistics; Second Language Learning; Second Language Instruction; English (Second Language); Computer Software; Television; Programming (Broadcast); Teaching Methods; Communicative Competence (Languages); Material Development; Speech Acts; Visual Aids; Rating Scales; Guidelines; Language Proficiency; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Pragmalinguistik; Linguistics; Computerlinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fernsehen; Fernsehtechnik; Programmgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrmaterialentwicklung; Sprechakt; Anschauungsmaterial; Rating-Skala; Richtlinien; Language skill; Language skills; Sprachkompetenz; Ausland; Europa
Abstract	The teaching and acquisition of foreign language pragmatics as a part of the communicative competence paradigm has been reported as essential since the deviation from the Chomskian competence-based model to a more performative one in the '80s. Despite this change, only a few course books include or are designed on a teaching pragmatics basis. As an alternative, adapting and supplementing already existing course books with pragmatic content is the current trend. This paper takes a new look at materials design by merging pragmatics, corpus linguistics, and multimodality. The aim of this study is twofold: first, a specialized multimodal ad-hoc corpus was compiled in order to apply corpus pragmatics methodologies and search for multiple speech acts. Second, the development of an instructional model for the teaching of pragmatics in the English as a foreign language classroom is described. Thus, a specialised multimodal corpus from two TV series was compiled and edited using subtitles transcripts and the software Notepad++. Then, a quantitative and qualitative data analysis was performed through the use of AntConc freeware Clusters/n-grams and Concordance Plot tools. Results revealed the presence of multiple speech acts' direct, indirect and conventionalised realizations that allowed for the design of a teaching proposal that tackles both sociopragmatic and pragmalinguistic aspects. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01