'May I Do Something for You?': The Effects of Audio-Visual Material (Captioned and Non-Captioned) on EFL Pragmatic Learning

Autor/inn/en	Barón, Júlia; Celaya, M. Luz
Titel	'May I Do Something for You?': The Effects of Audio-Visual Material (Captioned and Non-Captioned) on EFL Pragmatic Learning
Quelle	In: Language Teaching Research, 26 (2022) 2, S.238-255 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barón, Júlia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/13621688211067000
Schlagwörter	Audiovisual Aids; Second Language Learning; Second Language Instruction; English (Second Language); Speech Acts; Role Playing; Pragmatics; Comparative Analysis; Video Technology; Incidental Learning; Language Tests; Secondary School Students; Foreign Countries; Teaching Methods; Programming (Broadcast); Instructional Effectiveness; Task Analysis; Spain + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprechakt; Rollenspiel; Pragmalinguistik; Inzidentelles Lernen; Language test; Sprachtest; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Programmgestaltung; Unterrichtserfolg; Aufgabenanalyse; Spanien
Abstract	The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners' pragmatic performance. To this aim, two intact classes (N = 31) of learners of English as a foreign language (EFL) at a B1 level were exposed to videos with captions and without captions, respectively. Before and after watching the videos, all the students were asked to carry out a role-play task with situations like those in the videos. A mixed-methods approach was used to analyze the learners' performance in terms of types and number of strategies to perform speech acts (quantitative) and in terms of pragmatic appropriateness (qualitative). Findings show that both groups used more polite strategies after watching the videos, regardless of the captioned/non-captioned condition, which seems to confirm the contribution of audio-visual material for the learning of the L2 pragmatics in an incidental way. Concerning pragmatic appropriateness, we found that learners in the captioned condition produced more pragmalinguistically appropriate role-plays than learners in the non-captioned condition, thus suggesting a positive effect of captioned material on the learning of the L2 pragmatics. Such results are discussed in relation to the few previous similar studies in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11