scholarly journals Developing Multiple-Choice Discourse Completion Tasks as Pedagogical Materials in L2 Pragmaticserials in L2 Pragmatics

2013 ◽  
Vol 1 (1) ◽  
pp. 106 ◽  
Author(s):  
Yuanshan Chen ◽  
D. Victoria Rau
Keyword(s):  
Language Learning ◽  
Standardized Tests ◽  
Speech Act ◽  
Multiple Choice ◽  
Pragmatic Competence ◽  
Educational Systems ◽  
L2 Pragmatics ◽  
Grammatical Accuracy ◽  
Teaching Learning ◽  
Social Appropriateness

<p>This study reports the development of pragmatics teaching materials in the format of multiple-choice<br />discourse completion tasks (MDCTs) by two groups of American in-service TESOL teachers in the<br />United States. One advantage of using MDCTs as pedagogical materials in L2 pragmatics instruction<br />is that they incorporate positive (i.e., the key) and negative (i.e., the distractors) evidence, both of<br />which have been demonstrated to facilitate language learning in SLA research. The other advantage is<br />that they prepare students for multiple-choice standardized tests, which are very common in<br />test-oriented educational systems like Taiwan, China, Japan and Korea. In this study, we asked one<br />group of teachers to design MDCTs based on social appropriateness. Four months later, we asked the<br />other group of teachers to rate and comment on the content and form of the learner speech act data.<br />Each teacher was then required to construct a multiple-choice pragmatics task with a balance between<br />social appropriateness and grammatical accuracy. We close our paper by discussing the pragmatics<br />tasks created by these teachers and suggesting construction principles as a guide to teaching, learning<br />and assessing L2 pragmatic competence.</p>

scholarly journals Perceptions of lecturers on grammar with regard to the four skills teaching

2018 ◽  
Vol 10 (4) ◽  
pp. 307-311
Author(s):  
Fatih Yavuz ◽  
Kubra Sik
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Specific Reference ◽  
Educational Systems ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Grammatical Accuracy ◽  
Shed Light

Abstract With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about effectiveness of grammatical accuracy on writing and speaking activities. Data was collected using a questionnaire which is adapted from Jean and Simard (Foreign Language Annals, Vol. 44, No. 3, 2011) targeted the lecturers’ beliefs and perceptions about the effectiveness of formal grammar instruction. With specific reference to lecturers’ beliefs, this study discusses the data obtained from quantitative analysis of the questionnaire which shed light on this issue. This study reveals that for lecturers, formal instruction of grammar is inevitable to attain high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of language learning process.

Technology and L2 Pragmatics Learning

2019 ◽  
Vol 39 ◽  
pp. 113-127
Author(s):  
Marta González-Lloret
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Language Education ◽  
Pragmatic Competence ◽  
Large Field ◽  
Interlanguage Pragmatics ◽  
Computer Assisted ◽  
Essential Components ◽  
L2 Pragmatics

AbstractThe field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.

scholarly journals Perceptions of lecturers on grammar with regard to the four skills teaching

2018 ◽  
Vol 7 (3) ◽  
pp. 121-125
Author(s):  
Fatih Yavuz ◽  
Kubra Sık
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching Writing ◽  
Specific Reference ◽  
Educational Systems ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Grammatical Accuracy

With the rise in communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about the effectiveness of grammatical accuracy on writing and speaking activities. Data were collected using a questionnaire and targeted the lecturers’ beliefs and perceptions about the effectiveness of formal grammar instruction. With specific reference to lecturers’ beliefs, this study discusses the data obtained from the quantitative analysis of the questionnaire which shed light on this issue. This study reveals that for lecturers, formal instruction of grammar is inevitable to attain high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of language learning process.   Keywords: Grammar teaching, writing, speaking, perceptions of lecturers.      

The Effect of Language Learning Experience on the Appropriate Use of Speech Act ‘Request’

2016 ◽  
Vol 6 (5) ◽  
pp. 1060
Author(s):  
Zahra Bazyar ◽  
Ali Taghinezhad ◽  
Marziyeh Nekouizadeh
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Speech Acts ◽  
Speech Act ◽  
Communicative Competence ◽  
Learning Experience ◽  
Pragmatic Competence ◽  
Appropriate Use

Nowadays emphasizing linguistic competence is not a sufficient path to reach a target-like communicative competence. Pragmatic competence should be put emphasis on as well. The importance of learning speech acts which is one aspect in the pragmatics is clear to those who want to learn a second or foreign language. This study after investigating the interest of language learners in the acquisition of appropriate use of second language speech acts, traces the variation over time in the use of speech act of request in Iranian EFL University students and for further clarification a group of non-language University students. The results showed no effect of time on the appropriate use of speech act “request”.

scholarly journals Pragmatics of English Speech Acts: Compliments Used by Macedonian Learners

2018 ◽  
Vol 8 (5) ◽  
pp. 272
Author(s):  
Marjana Vaneva ◽  
Marija Ivanovska
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Speech Acts ◽  
Teaching And Learning ◽  
English Language ◽  
Speech Act ◽  
Language Education ◽  
Pragmatic Competence ◽  
English Teaching ◽  
Pragmatic Knowledge

This study investigated the pragmatic knowledge and competence of the Macedonian learners of English, i.e. Macedonian high school English students’ views on and perceptions of pragmatics, their pragmatic competence in the speech act of complimenting, and the language learning strategies employed in the process of acquiring pragmatic knowledge.Although “student-oriented” and “evaluation-oriented”, the teaching methods currently used do not sufficiently develop students’ communicative competence in the process of English teaching and learning. Many students lack pragmatic knowledge of how to use the foreign language in specific settings and how to interpret certain utterances used by native speakers of the other language.Despite all the efforts made to improve the English language education in Macedonia, yet greater emphasis should be put on students’ linguistic and pragmatic competence in the English teaching and learning process. This area is the focus of the current study that analyses the English speech act of complimenting and its use by the Macedonian learners of English.  

scholarly journals The Acquisition of Pragmatic Competence in Indonesian Abroad Programs: The Importance of Informal Indonesian

2018 ◽  
Vol 8 (1) ◽  
pp. 26
Author(s):  
Peter Suwarno
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Learning Activities ◽  
Pragmatic Competence ◽  
Advanced Learners ◽  
Language Programs ◽  
Grammatical Errors ◽  
Daily Interactions ◽  
Teaching Learning ◽  
The Way

This paper presents some comparisons between speeches of advanced learners of Indonesian with those of the native speakers, which indicates that many advanced learners do not communicate the way native speakers usually do. This can be attributed to the Indonesian language programs that focus mostly on teaching formal Indonesian grammar and vocabularies, neglecting informal conversational Indonesian which is essential for the acquisition of pragmatic competence. This paper discusses the importance of pragmatic competence in Indonesian language learning, including learning various speeches commonly used in daily interactions. Based on recordings of learners’ interactions as well as notes on observations of teaching-learning activities in selected Indonesian abroad programs, this paper describes the challenges of developing pragmatic competence based on examples of learners’ non-grammatical errors as well as inappropriate interactional uses of Indonesian. In addition, this paper will explain issues and challenges of achieving pragmatics competence in these programs and suggests possible solutions.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

scholarly journals Mandarin Language Students Illocutionary Acts in Japanese Language Learning at the University of Sumatera Utara

2021 ◽  
Vol 10 (1) ◽  
pp. 6-11
Author(s):  
Taulia Taulia ◽  
Laraiba Nasution
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Speech Act ◽  
Japanese Language ◽  
Mandarin Language ◽  
Written Form ◽  
Recorded Data ◽  
Directive Speech Acts ◽  
The University ◽  
Department Faculty

Speech acts play an essential role in language learning as an aspect that can improve a learner's ability to speak orally. In this research, illocutionary speech-acts  were described in the Japanese language learning process for students of the Mandarin Language Department, Faculty of Cultural Sciences, University of Sumatera Utara. This research is qualitative. The data are speech acts in the lecture process in class, especially in the discussion. The data sources were 40 fourth-semester students of the Mandarin Language Department. The theory used was the Searle speech act theory. Data collection techniques were carried out through observation, recording , and note-taking techniques. Data analysis techniques were carried out applying Miles & Huberman's opinion by condensing data through transcription of recorded data into written form, identifying forms, speech act functions, data presentation, and concluding. As a result, there were forms of illocutionary speech acts, namely directive, expressive, and declarative. Furthermore, the purpose used in class was in directive speech acts which were to order, ask, invite (engage). In other words, in expressive speech-act was praising, and in declarative speech-act was prohibiting. In conclusion, Japanese speech acts in Japanese class occured between lecturers and students and only consisted of several types of speech acts due to students' limited mastery of Japanese.

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