The Interactive Effects of Pragmatic-Eliciting Tasks and Pragmatic Instruction
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
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Título
The Interactive Effects of Pragmatic-Eliciting Tasks and Pragmatic InstructionFecha de publicación
2008Editor
American Council on the teaching of foreign languagesISSN
0015718XTipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
The effects of data-gathering methods on pragmatic data have been well
documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic
instruction has received scant attention. This study ... [+]
The effects of data-gathering methods on pragmatic data have been well
documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic
instruction has received scant attention. This study investigated the interaction
between two assessment tasks (e-mail and phone) and two types of pragmatic instruction
(explicit and implicit). Forty-nine Spanish learners of English engaged in these
two tasks as pre- and posttests. The explicit group received 12 hours of metapragmatic
information on head acts and hedges in suggestions while the implicit group was the
recipient of recast and input enhancement activities. The results showed that postinstructional
improvement of the explicit condition was significantly more than that of
the implicit condition in the phone task, although improvements of these two conditions
were on par in the e-mail task. This task-induced variability might have been caused
by an interaction between the feature of the two types of knowledge (i.e., monitoring
capability) and an access to the knowledge bases (i.e., the role of attention to appropriateness
and accuracy) in the two tasks [-]
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