The discussion forum as a locus for developing L2 pragmatic awareness

2009 ◽  
pp. 291-318 ◽  
Author(s):  
Kathleen Farrell Whitworth
Keyword(s):  
Discussion Forum ◽  
Pragmatic Awareness

Public Opinion on the Web: The Arab Listeners of the BBC

2013 ◽  
Author(s):  
Haidar Moukdad
Keyword(s):  
Public Opinion ◽  
Free Speech ◽  
Discussion Forum ◽  
The Web

Sample contributions by Arab contributors to a discussion forum were analyzed to study the role of the Web in promoting free speech and demystifying long held views of Arab public opinion. The findings of the study highlight the importance of the role played by the Web in promoting free speech among traditionally repressed populations, and provide insights that will help in correcting misconceptions about Arab public opinion.Un échantillonnage d’interventions par des participants arabes à un forum de discussion a été analysé afin d’étudier le rôle du Web dans le développement de la liberté de parole et la démystification des préjugés concernant l’opinion publique arabe. Les résultats de l’étude mettent en lumière l’importance du rôle joué par le Web dans le développement de la liberté de parole parmi les populations traditionnellement réprimées et offrent des idées qui aideront à corriger les idées préconçues concernant l’opinion publique arabe. 

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

scholarly journals Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

2021 ◽  
Author(s):  
Bing Wu
Keyword(s):  
Social Interactions ◽  
Regression Models ◽  
Online Courses ◽  
Online Reviews ◽  
Discussion Forum ◽  
Massive Open Online Courses ◽  
Online Review ◽  
Discussion Forums ◽  
Processing Data ◽  
Learning Progress

AbstractAlthough some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.

Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?

2020 ◽  
Vol 16 (1) ◽  
pp. 33-65
Author(s):  
Karen Glaser
Keyword(s):  
Language Learners ◽  
Teacher Candidates ◽  
Target Language ◽  
False Alarms ◽  
Language Teacher Education ◽  
Advanced Learners ◽  
Efl Teacher ◽  
Pragmatic Awareness ◽  
English Speaking ◽  
Research Gap

AbstractThe assessment of pragmatic skills in a foreign or second language (L2) is usually investigated with regard to language learners, but rarely with regard to non-native language instructors, who are simultaneously teachers and (advanced) learners of the L2. With regard to English as the target language, this is a true research gap, as nonnative English-speaking teachers (non-NESTs) constitute the majority of English teachers world-wide (Kamhi-Stein 2016). Addressing this research gap, this paper presents a modified replication of Bardovi-Harlig and Dörnyei’s (1998) renowned study on grammatical vs. pragmatic awareness, carried out with non-NEST candidates. While the original study asked the participants for a global indication of (in)appropriateness/ (in)correctness and to rate its severity, the participants in the present study were asked to identify the nature of the violation and to suggest a repair. Inspired by Pfingsthorn and Flöck (2017), the data was analyzed by means of Signal Detection Theory with regard to Hits, Misses, False Alarms and Correct Rejections to gain more detailed insights into the participants’ metalinguistic perceptions. In addition, the study investigated the rate of successful repairs, showing that correct problem identification cannot necessarily be equated with adequate repair abilities. Implications for research, language teaching and language teacher education are derived.

scholarly journals Experiences of Mental Distress during COVID-19: Thematic Analysis of Discussion Forum Posts for Anxiety, Depression, and Obsessive-Compulsive Disorder

2021 ◽  
pp. 105413732110239
Author(s):  
G. Brewer ◽  
L. Centifanti ◽  
J. Castro Caicedo ◽  
G. Huxley ◽  
C. Peddie ◽  
...  
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Mental Distress ◽  
Psychological Impact ◽  
Discussion Forum ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Care Workers ◽  
Positive Experiences ◽  
Anxiety Depression ◽  
The Impact

The psychological impact of the COVID-19 pandemic on coronavirus patients, health care workers, and the general population is clear. Relatively few studies have, however, considered the impact of the pandemic on those with pre-existing mental health conditions. Therefore, the present study investigates the personal experiences of those with anxiety, depression, and obsessive-compulsive disorder during COVID-19. We conducted a qualitative study utilising Reddit discussion forum posts. We conducted three separate thematic analyses from 130 posts in subreddit forums aimed for people identifying with anxiety, depression, and obsessive-compulsive disorder. We identified a number of similar discussion forum themes (e.g., COVID-19 intensifying symptoms and a lack of social support), as well as themes that were unique to each forum type (e.g., hyperawareness and positive experiences during the pandemic). Findings should guide future practice and the support provided to those living with mental distress.

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