The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese
This study examined the effects of input‐based practice on developing accurate and speedy requests in second‐language Chinese. Thirty learners from intermediate‐level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the...
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| Published in | Language learning Vol. 62; no. 2; pp. 403 - 438 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Malden, USA
Blackwell Publishing Inc
01.06.2012
Wiley-Blackwell Wiley Subscription Services, Inc |
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| Online Access | Get full text |
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| Abstract | This study examined the effects of input‐based practice on developing accurate and speedy requests in second‐language Chinese. Thirty learners from intermediate‐level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese request‐making forms via computerized structured input activities over 2 consecutive days. During this time, the IT group practiced using the request‐making forms twice as much as the RT group. The control group did not practice. The results show that the input‐based practice was effective in promoting accuracy in an Oral Discourse Completion Task and in enhancing speed in a Pragmatic Listening Judgment Task. No other effects of practice were observed. |
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| AbstractList | This study examined the effects of input-based practice on developing accurate and speedy requests in second-language Chinese. Thirty learners from intermediate-level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese request-making forms via computerized structured input activities over 2 consecutive days. During this time, the IT group practiced using the request-making forms twice as much as the RT group. The control group did not practice. The results show that the input-based practice was effective in promoting accuracy in an Oral Discourse Completion Task and in enhancing speed in a Pragmatic Listening Judgment Task. No other effects of practice were observed. Adapted from the source document This study examined the effects of input‐based practice on developing accurate and speedy requests in second‐language Chinese. Thirty learners from intermediate‐level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese request‐making forms via computerized structured input activities over 2 consecutive days. During this time, the IT group practiced using the request‐making forms twice as much as the RT group. The control group did not practice. The results show that the input‐based practice was effective in promoting accuracy in an Oral Discourse Completion Task and in enhancing speed in a Pragmatic Listening Judgment Task. No other effects of practice were observed. This study examined the effects of input-based practice on developing accurate and speedy requests in second-language Chinese. Thirty learners from intermediate-level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese request-making forms via computerized structured input activities over 2 consecutive days. During this time, the IT group practiced using the request-making forms twice as much as the RT group. The control group did not practice. The results show that the input-based practice was effective in promoting accuracy in an Oral Discourse Completion Task and in enhancing speed in a Pragmatic Listening Judgment Task. No other effects of practice were observed. [PUBLICATION ABSTRACT] |
| Author | Li, Shuai |
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| Keywords | Speech act Chinese as second language Request Adult Interlanguage Second language acquisition Pragmatics |
| Language | English |
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| Notes | istex:2A03B0E5968D016AFB5D3F9CC0AAE207FCB0320F ark:/67375/WNG-N47QCZV6-Q ArticleID:LANG629 This study was funded by the Department of Modern Languages, Carnegie Mellon University. An earlier version of this article was presented at the 2010 AAAL Conference in Atlanta, GA. I would like to specifically thank Dr. Naoko Taguchi for her guidance. I also appreciate the comments from the SLA faculty and graduate students at Carnegie Mellon University. My deep appreciation goes also to the three anonymous reviewers and the journal editors for their insightful and constructive suggestions. Finally, I thank Dr. Marc Siskin for his assistance in creating the computer programs and Ms. Jing Wang for her help in data collection and analysis. SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23 |
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| References | Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review, 62, 17-48. House, J. (1996). Developing pragmatic fluency in English as a foreign language. Studies in Second Language Acquisition, 18, 225-252. Martínez-Flor, A., & Fukuya, Y. (2005). The effects of instruction on learners' production of appropriate and accurate suggestions. System, 33, 463-480. Takimoto, M. (2008). The effects of deductive and inductive instruction on the development of language learners' pragmatic competence. Modern Language Journal, 92, 369-386. Takimoto, M. (2009). The effects of input-based tasks on the development of learners' pragmatic proficiency. Applied Linguistics, 30, 1-25. Da Silvia, A. J. B. (2003). The effects of instruction on pragmatic development: Teaching polite refusals in English. Second Language Studies, 22, 55-106. 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| References_xml | – reference: Da Silvia, A. J. B. (2003). The effects of instruction on pragmatic development: Teaching polite refusals in English. Second Language Studies, 22, 55-106. – reference: Taguchi, N. (2007a). Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly, 41, 313-338. – reference: Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 22, 385-399. – reference: Thomas, J. (1995). Meaning and interaction: An introduction to pragmatics. London : Longman. – reference: Wishnoff, J. R. (2000). Hedging your bets: L2 learners' acquisition of pragmatic devices in academic writing and computer-mediated discourse. Second Language Studies, 19, 127-157. – reference: Li, S. (2007). A study on the pragmatic development of making requests by American learners of Chinese. Unpublished master's thesis. Beijing Language and Culture University , Beijing , China . – reference: Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review, 62, 17-48. – reference: Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Malden , MA : Blackwell. – reference: Kubota, M. (1995). Teachability of conversational implicatures to Japanese EFL learners. IRLT Bulletin, 9, 35-67. – reference: Fukuya, Y., & Zhang, Y. (2002). Effects of recasts on EFL learners' acquisition of pragmalinguistic conventions of request. Second Language Studies, 21, 1-47. – reference: Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Boston : Heinle & Heinle. – reference: Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge : Cambridge University Press. – reference: Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood , NJ : Ablex. – reference: Billmyer, K. (1990). "I really like your lifestyle": ESL learners learning how to compliment. Penn Working Papers in Educational Linguistics, 6, 31-48. – reference: Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33, 481-501. – reference: Ghobadi, A., & Fahim, M. (2009). The effect of explicit teaching of English "thanking formulas" on Iranian EFL intermediate level students at English language institutes. System, 37, 526-537. – reference: Revolution (Media Version) (2009). Revolution [Computer software]. Edinburgh , UK : Runtime Revolution Ltd. – reference: Anderson, J. R. (1993). Rules of the mind. Hillsdale , NJ : Erlbaum. – reference: DeKeyser, R. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195-221. – reference: DeKeyser, R. (1996). 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| SubjectTerms | Adults. Performance, acquisition Chinese Chinese languages Computer Assisted Instruction Control Groups Descriptive studies and applied theories Educational Activities input processing instruction Instructional Effectiveness Intensive Language Courses interlanguage pragmatics L2 teaching Language Teaching Methods Linguistic Input Linguistics Listening Pragmatics Production and comprehension processes Psycholinguistics Psychology of language Reading Difficulties requests Second Language Instruction Second Language Learning Semantics and pragmatics Speech Acts Task Analysis Teaching Methods |
| Title | The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese |
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