Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-Based Classroom

Autor/in	Zavialova, Alisa
Titel	Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-Based Classroom
Quelle	In: TESL-EJ, 27 (2023) 1, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zavialova, Alisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Pragmatics; Phrase Structure; Second Language Learning; Second Language Instruction; Speech Acts; Classroom Research; Immigrants; Interaction; Student Evaluation; Teaching Methods; Intervention; Foreign Countries; Language Tests; Student Characteristics; Learner Engagement; Retention (Psychology); Learning Processes; Interlanguage; Program Descriptions; Canada (Ottawa) + Suchen Sie Ihr Suchwort? Pragmalinguistik; Phrasenstruktur; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprechakt; Immigrant; Immigrantin; Immigranten; Interaktion; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Language test; Sprachtest; Merkfähigkeit; Learning process; Lernprozess; Zielsprache
Abstract	Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to speech act teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results of a classroom-based study in which a formula-enhanced treatment focusing on both pragmalinguistic and sociopragmatic components of pragmatic ability was tested. Seven students from the Language Instruction for Newcomers to Canada (LINC) program participated in four lessons involving pre-, post- and delayed post-test measures. During the treatment, the students were exposed to target formulas from four interaction contexts. A qualitative utterance analysis was conducted to determine how pragmalinguistic and sociopragmatic abilities of the students evolved after the teaching intervention. Additionally, three expert judges evaluated students' pragmatic performance. The results indicate that improvements in both pragmalinguistic and sociopragmatic abilities of the students were associated with the use of target-like formulas in their speech acts. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01