Instruction and pragmatic change during study abroad email communication
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http:\\dx.doi.org/10.1080/17501229.2014.995763 |
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Title
Instruction and pragmatic change during study abroad email communicationAuthor (s)
Date
2015-04Publisher
Multilingual Matters & Channel View PublicationsBibliographic citation
ALCÓN-SOLER, Eva. Instruction and pragmatic change during study abroad email communication. Innovation in Language Learning and Teaching, 2015, vol. 9, no 1, p. 34-45.Type
info:eu-repo/semantics/articlePublisher version
http://www.tandfonline.com/doi/abs/10.1080/17501229.2014.995763Subject
Abstract
The study deals with the effect of instruction and study abroad (SA) on pragmatic knowledge. More specifically, the focus is on gains in explicit knowledge of request mitigators, and whether learners draw on this ... [+]
The study deals with the effect of instruction and study abroad (SA) on pragmatic knowledge. More specifically, the focus is on gains in explicit knowledge of request mitigators, and whether learners draw on this knowledge when they perform email requests. Email requests produced by 60 Spanish students staying abroad (30 treatment/30 control group) were analysed as regards the frequency of internal mitigators on four separate occasions. Findings from the present study show that as length of SA increases participants compare explicit knowledge gained from pragmatic instruction with what happens in real email communication. As a result, although individual variation is observed, we notice a general pattern towards a decrease in the use of request mitigators and towards accepted patterns of email interaction in the community in which students find themselves. [-]
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Innovation in Language Learning and Teaching, 2015, vol. 9, no 1Rights
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess
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- ANG_Articles [302]