Concept-based pragmatics instruction
Bibliographic Data
| ID | 22335492 |
|---|---|
| Authors | Marie-Christin Kuepper (University of Otago), Marie-Christin Ursual Chantal Kuepper (University of Otago), Anne Feryok (0000-0002-1499-7476, University of Otago) |
| Year | 2020 |
| Volume | 6 |
| Issue | 2 |
| Pages | 158-183 |
| Publication date | 2020-03-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Sociocultural Theory (JOURNAL) |
| Journal identifiers | ISSN: 2051-9699 • E-ISSN: 2051-9702 |
| Publisher | University of Toronto Press Inc. (UTPress) (PUBLISHER) |
| DOI | 10.1558/lst.37359 |
| OpenAlex | W3014239143 |
| Language | EN |
| Citations received | 5 |
| References cited | 23 |
This article presents parts of a replication study on the development of sociopragmatic capacity in beginner and intermediate university students' understanding of German singular address pronouns (du/Sie) through concept-based pragmatics instruction (CBPI). The CBPI intervention consisted of six group sessions with a pre-test - instruction - post-test design. While minor inter-level differences exist, all participants in the intervention exhibited enhanced sociopragmatic capacity. Participants demonstrated a shift from rule-of-thumb-based thinking to a focus on the meaning potential of utterances. By appropriating sociopragmatic concepts through CBPI, learners also gained an understanding of their own agency in the meaning design of address pronouns as well as the consequences of creating particular meanings
Linguistics · Pragmatics · Sociology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology
Concept-Based Language Instruction Effects for Second and Heritage Language Learners
A Classroom Application of Concept-Based Language Instruction (C-BLI)
ZPD-based mediation of L2 learners’ comprehension of implicatures
Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions
Terms of Address
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Declarative and Procedural Determinants of Second Languages
Pragmatics in language teaching
At the Interface
The Pronouns of Power and Solidarity
Pronominal address in German
The German address system
Indexical order and the dialectics of sociolinguistic life
Learning the sociopragmatics of an artificial language
Language and Society in the German-Speaking Countries
Negotiating identities through pronouns of address in an immigrant community
On the effects of instruction in second language pragmatics
Contextually” speaking
Address Practices and Social Relationships in European Languages
Variation and the indexical field 1
Pragmatic transfer
Instructional Pragmatics
The Interface of Explicit and Implicit Knowledge in a Second Language
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
Discourse Options and the Development of Pragmatic Competence by Classroom Learners of German
Developing L2 Pragmatics
Developing second language sociopragmatic knowledge through concept-based instruction
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |