Developing Request-Response Adjacency Pairs through a Concept-Based Pragmatic Approach
Bibliographic Data
| ID | 22330866 |
|---|---|
| Authors | Iván José Gil Ejarque (Universitat Jaume I), Esther Usó Juan (Universitat Jaume I) |
| Year | 2025 |
| Volume | 24 |
| Issue | 1 |
| Pages | 76-94 |
| Publication date | 2025-12-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Electrónica de Lingüística Aplicada (JOURNAL) |
| Journal identifiers | ISSN: 1885-9089 • E-ISSN: 1885-9089 |
| Publisher | Asociación Española de Lingüística Aplicada (PUBLISHER • ES) |
| DOI | 10.58859/rael.v24i1.663 |
| OpenAlex | W7117646799 |
| Language | EN |
| References cited | 26 |
This study, grounded in Vygotsky’s (1978) Sociocultural Theory of Mind as applied to second/foreign language (L2) acquisition (Lantolf & Poehner, 2014), introduces a concept-based instructional approach for teaching request-response adjacency pairs to learners of English as an L2. The framework, divided into orientation, execution, and control stages, uses scenes from the series Young Sheldon (Lorre & Molaro, 2017) to create an authentic learning context. In the orientation stage, learners explore the concepts of requests and responses and their contextual applications. The execution stage involves controlled and communicative tasks to internalise these concepts, while the control stage focuses on reflecting and consolidating communicative performance, fostering learner agency in language use. This approach addresses the limitations of English textbooks, which often oversimplify teaching these speech acts. It offers a pedagogical method that goes beyond rules and rote memorisation, promoting deeper understanding, practical application, and enhanced learner agency in real-life contexts
Adjacency list · Conversation · Generalization · Language acquisition · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices
| Highly cited | No |
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