Exploring the Role of Strategy Instruction on Learners' Ability to Write Authentic Email Requests to Faculty

Autor/in	Usó-Juan, Esther
Titel	Exploring the Role of Strategy Instruction on Learners' Ability to Write Authentic Email Requests to Faculty
Quelle	In: Language Teaching Research, 26 (2022) 2, S.213-237 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Usó-Juan, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/13621688211066997
Schlagwörter	Teaching Methods; Learning Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Pragmatics; Classification; Grammar; College Faculty; Electronic Mail; Teacher Student Relationship; Writing Skills; Language Usage; Foreign Countries; Undergraduate Students; Metacognition; Form Classes (Languages); Spanish; Native Language; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Classification system; Klassifikation; Klassifikationssystem; Grammatik; Fakultät; Elektronischer Briefkasten; Teacher student relationships; Lehrer-Schüler-Beziehung; Writing skill; Schreibfertigkeit; Sprachgebrauch; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analytischer Sprachbau; Spanisch; Spanien
Abstract	This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners' ability to write authentic email requests to faculty. Drawing on Taguchi's (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form-function-context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different times: as a pre-test (i.e. before engaging learners in the instructional period), and as a post-test (i.e. after learners' participation in the treatment sessions). Learners' email messages were analysed considering both their appropriateness of use as well the frequency of utilization of different structural (i.e. subject line, openings and closings) and content components (i.e. request strategies and internal request modifiers). Results showed that strategy instruction helped learners write more appropriate email requests after the instructional period. The findings suggest that arming learners with a variety of strategic tools may lead to pragmatic development in actual language use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01