Teaching Pragmatics in the Classroom
Instruction of Mitigation in Spanish as a Foreign Language
Bibliographic Data
| ID | 4987231 |
|---|---|
| Authors | J César Félix‐brasdefer (0000-0003-0191-486X, corresponding author), J César Félix-Brasdefer |
| Year | 2008 |
| Volume | 91 |
| Issue | 2 |
| Pages | 479 |
| Publication date | 2008-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/20063733 |
| OpenAlex | W1992317250 |
| Language | EN |
| Citations received | 9 |
Using pedagogical intervention and a pre/posttest, and delayed posttest design, this study examines the effects of explicit instruction on the use of lexical and syntactic mitigators in refusal interactions among intermediate learners of Spanish as a Foreign Language. This quasi-experimental design included two intact classes assigned to two different groups: experimental and control. For both groups, pragmatic development was observed over the course of one semester. Baseline data (L1 English, L1 Spanish) were also collected. Learners participated in four role-play refusal situations with two native speakers of Spanish, one for formal and one for informal situations. The experimental group was exposed to metapragmatic information featuring explicit teaching on lexical and syntactic mitigators, followed by communicative practice. Results from the posttest (a week after treatment) showed that the pragmatic ability of learners in the experimental group, but not the control group, changed significantly. One change observed was the emergence of different and a higher frequency of both lexical and syntactic mitigators on both posttests, while the control group mostly employed lexical mitigators. Another change noted among the experimental group was the retention of most mitigating devices one month after instruction
Foreign language · Foreign language teaching · Linguistics · Pragmatics · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Philosophy · Psychology · Second Language Learning and Teaching
The Differential Effects of Explicit and Implicit Instruction on EFL Learners' Use of Epistemic Stance
Pragmatics as a Pedagogical Target
A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction
Rapport-building attempts in technology-mediated job interviews during the Covid-19 crisis
Phonic mitigation markers for disagreement in interviews of university learners of Spanish as foreign language
Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners’ use of English subjunctive as a pragmatic mitigator
Explicit intervention for Spanish pragmatic development during short‐term study abroad
From the Virtual World to the Real World
An examination of mitigating devices in the argument interactions of L2 Spanish learners
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2010 - 2025 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |