Sorry, that's all I know!”
A study on web‐based pragmatic instruction for novice learners
Bibliographic Data
| ID | 8937818 |
|---|---|
| Authors | Noelle Kerber (0000-0002-0492-015X, School of International Letters and Cultures Arizona State University Tempe Arizona USA, corresponding author), Jacqueline E Shea (Arizona State University), Jacqueline Shea (School of International Letters and Cultures Arizona State University Tempe Arizona USA), Marta Tecedor (0000-0003-4546-1153, School of International Letters and Cultures Arizona State University Tempe Arizona USA) |
| Year | 2023 |
| Volume | 56 |
| Issue | 3 |
| Pages | 645-666 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12706 |
| OpenAlex | W4379142326 |
| Language | EN |
| Citations received | 5 |
| References cited | 41 |
This study examines the impact of instructor‐led (IL) versus self‐access (SA) web‐based pragmatic instruction on novice second language learners' ( n = 28) awareness and oral production of Spanish apologies. Two sections of a second‐semester Spanish course were assigned to either the IL or the SA group. The web‐based resource Dancing with Words was used to provide pragmatic instruction. Participants in the SA group worked through the materials individually, and participants in the IL group received support and guidance from the instructor. A quasi‐experimental, pre‐/posttest design was used to measure participants' pragmatic competence (i.e., awareness and production skills) before and after a 5‐week intervention period. Results indicate three major findings: (1) learners follow developmental trajectories similar to those identified in study abroad, (2) instructor guidance is important for novice learners' development of pragmatic competence, and (3) special consideration should be given to instructional materials to ensure they align with the instructional context and goals
Competence (human resources · Instructional design · Mathematics education · Pedagogy · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Social Psychology
New Ways to Teach and Learn Pragmatics for Advancing Academic Communication Competence
A Systematic Review of Technology Integration in Developing L2 Pragmatic Competence
The Effects of Self-Access Web-Based Pragmatic Instruction and L2 Proficiency on EFL Students’ Email Request Production and Confidence
The impact of self-access web-based instruction on EFL learners' pragmatic awareness of email requests to faculty
Exploring the learning benefits of website‐delivered pragmatics instruction
Teaching Pragmatics
Developing Pragmatic Fluency in English as a Foreign Language
Consciousness, Learning and Interlanguage Pragmatics
Random effects structure for confirmatory hypothesis testing
Mixed-effects modeling with crossed random effects for subjects and items
Cross-Cultural Pragmatics
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
The Role of Consciousness in Second Language Learning1
A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction
On the effects of instruction in second language pragmatics
The effect of instruction and feedback in the development of pragmatic competence
Using film to provide a context for teaching L2 pragmatics
Contextually” speaking
Teaching and assessing L2 pragmatics
Development of Spanish requests and apologies during study abroad
Politeness
Cross-Cultural Pragmatic Failure
Requests and Apologies
The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language
Congruence in Native and Nonnative Conversations
Developing L2 Pragmatics
Teaching Pragmatics in the Foreign Language Classroom
German and Japanese war crime apologies
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |