The effect of instruction on production and recognition of pragmatic routines: a case study
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Título
The effect of instruction on production and recognition of pragmatic routines: a case studyAutoría
Tutor/Supervisor
Alcón, Eva; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2014-07-01Editor
Universitat Jaume IResumen
A renewed interest in pragmatic routines has arisen since the early 21st century.
The literature previous to these decades focused on intermediate and advanced learners
of English, and beginners were given scant ... [+]
A renewed interest in pragmatic routines has arisen since the early 21st century.
The literature previous to these decades focused on intermediate and advanced learners
of English, and beginners were given scant attention. Thus, the purpose of the present
MA Thesis deals with the effect of teaching pragmatic routines to young learners of
English from a SLA perspective and in the frame of Larsen-Freeman’s (2011)
Complexity Theory.
Our research involved a focus on the oral and written recognition and production
of a set of 17 pragmatic routines elicited in 10 different situations. Additionally, a
picture was given to each situation in order to help learners acquire the routines as well
as hasten their learning process.
This study entailed a four-week period of instruction. One-hour session, two
sessions per week made up a total of eight sessions distributed along the four-week
research period. Nine tasks were designed for the purpose of this study.
The five children selected for the present case study were five-, six- and sevenyear-
old students at the language academy Talk To Me, where they are taught English
as an after school extracurricular activity. They practiced the oral and written
recognition and production of the routines by means of paper-and-pencil tasks, an
ODCT and games.
Results show that (1) students developed a better oral rather than written
recognition and production of the given routines. (2) The inclusion of pictures aimed at
reinforcing the association picture-routine was essential to hasten the students’
acquisition process. (3) Emotions play a role in and affect language learning and
language use. Especial attention was paid to task enjoyment and participation versus no
participation.
The present dissertation is outlined as follows. First, an introduction is provided.
Then, the theoretical background is presented. After that, the methodology devised in
order to undertake this case study is thoroughly dealt with. Both quantitative and qualitative results are discussed afterwards. Finally, conclusions and further research are
explained in depth. The list of references and appendices are to be found at the end of
the MA Thesis. [-]
Palabras clave / Materias
Descripción
Treball Final de Màster en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües. Codi: SAM032. Curs 2013-2014
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
info:eu-repo/semantics/openAccess
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