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Volume 7, Issue 2
  • ISSN 2589-109X
  • E-ISSN: 2589-1103
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Abstract

Abstract

As frequent as disagreement is in everyday conversation, this speech act is rarely present in the foreign, second, or other language (L2) classrooms. Students almost never have an opportunity to disagree with their teacher, and disagreement with peers is framed as part of interactional activities without the interactional work needed in real life. Technology-mediated tasks can provide a space where students can practice this speech act in an authentic manner by engaging in interaction with other speakers of the language remotely. This exploratory classroom-based study investigates the production of disagreement in the language of beginner learners of Spanish in the U.S. through social media (). The results show that strong disagreement strategies were the most employed by all learners, regardless of treatment. A small change of the group engaged in toward target-like strategies suggests the potential of this task to expose students to this speech act, although the lack of enough rich interactive data prevents us from fully understanding the potential of the tool.

© John Benjamins Publishing Company
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2025-11-04
2025-11-17

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L2 disagreement through social media
Applied Pragmatics 7, 141 (2025); https://doi.org/10.1075/ap.24014.gon
/content/journals/10.1075/ap.24014.gon
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  • Article Type: Research Article
Keyword(s): disagreement; Facebook; L2 learners; social media

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