The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese

• Published in: Language learning Vol. 62; no. 2; pp. 403 - 438
• Main Author: Li, Shuai
• Format: Journal Article
• Language: English
• Published: Malden, USA Blackwell Publishing Inc 01.06.2012; Wiley-Blackwell; Wiley Subscription Services, Inc
• Subjects: 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; Speech act; Chinese as second language; Request; Adult; Interlanguage; Second language acquisition; Pragmatics

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...