The Effects of Pragmatic Instruction on the Pragmatic Awareness and Production of Korean University Students
Bibliographic Data
| ID | 21240072 |
|---|---|
| Authors | Hyekyeng Kim (Kumoh National Institute of Technology, corresponding author) |
| Year | 2017 |
| Volume | 7 |
| Issue | 2 |
| Pages | 133 |
| Publication date | 2017-09-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v7i2.8136 |
| OpenAlex | W2757116917 |
| Language | EN |
| References cited | 15 |
Despite the ongoing research of interlanguage pragmatics, intervention studies concerning pragmatic instruction have not been conducted as actively. The present study aims to investigate the effects of pragmatic instruction on Korean university students specifically regarding compliment responses. The effects of the instruction were examined in terms of the students' pragmatic awareness and production, according to the various language proficiency levels of the students. A total of 106 Korean university students from various majors participated in the study. The experimental group received explicit pragmatic instruction, which entailed metapragmatic instruction, awareness raising activities, and output practice regarding compliment responses, whereas the control group was exposed to the target features with no explicit instruction. A set of pragmatic awareness questionnaire and discourse completion tasks were administered as the data collection instruments and an eclectic design was adopted to analyze the effects of the instruction regarding their pragmatic awareness and production. The results indicate that explicit pragmatic instruction provided positive effects for raising the level of pragmatic awareness in the low group. Additionally, both the intermediate and low groups showed a significant improvement in production, as confirmed by the examination between and within subjects, and also displayed a range of formulaic expressions with a less idiosyncrasy attributed to first language transfer. These results call for further attention to pragmatics in second language (L2) teaching and learning
Interlanguage · Linguistics · Mathematics education · Pedagogy · Pragmatics · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning
Developing Pragmatic Fluency in English as a Foreign Language
Consciousness, Learning and Interlanguage Pragmatics
Compliments
The effects of learner profiles on pragmalinguistic awareness and learning
Does instruction work for learning pragmatics in the EFL context
On the effects of instruction in second language pragmatics
L2 pragmatic awareness
Noticing in task performance and learning outcomes
Effects of Instruction on Adolescent Beginners’ Acquisition of Request Modification
Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning
Say "Thank You" - Or Something
Opening up Closings
Pragmatic Awareness in ESL and EFL Contexts
Responding to compliments A contrastive study of politeness strategies between American English and Chinese speakers
Sex-based differences in compliment behavior
| Citation velocity | historical |
|---|---|
| Highly cited | No |