1887
  1. Home
  2. e-Journals
  3. Pragmatics and Society
  4. Volume 11, Issue 4
  5. Article
Volume 11, Issue 4
  • ISSN 1878-9714
  • E-ISSN: 1878-9722
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Although there are growing attempts to equip learners with strategies in the ESL/EFL classroom, there has not been much effort to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). This study investigated the impact and effectiveness of instruction on EFL learners’ use of speech act strategies. A group of 131 Iranian undergraduate students were instructed through deductive consciousness-raising (C-R), inductive C-R, and L1-based C-R tasks for seven weeks. The results obtained through Cohen and Ishihara’s (2005) speech act strategy inventory indicated that instruction had a significant impact on participants’ utilization of speech act strategies. It also came to light that the learners were generally receptive to deductive and L1-based pragmatic C-R tasks. The findings suggest that pragmatic C-R tasks and especially L1-based tasks are effective means for applying strategies to supporting learners in the acquisition of speech acts.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ps.16066.hos
2020-11-20
2023-12-06

  • From This Site

    /content/journals/10.1075/ps.16066.hos
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Alcon Soler, Eva and Alicia Martínez-Flor
    2008 “Pragmatics in Foreign Language Contexts.” InInvestigating Pragmatics in Foreign Language Learning, Teaching and Testing, ed. by Eva Alcon Soler and Alicia Martínez-Flor . 3–21. Buffalo, Canada: Multilingual Matters. 10.21832/9781847690869‑003
     https://doi.org/10.21832/9781847690869-003 [Google Scholar]
  2. Bardovi-Harlig, Kathleen and Zoltan Dornyei
    1998 “Do Language Learners Recognize Pragmatic Violations? Pragmatic Versus Grammatical Awareness in Instructed L2 Learning.” TESOL Quarterly, 32 (2): 233–262. 10.2307/3587583
     https://doi.org/10.2307/3587583 [Google Scholar]
  3. Bardovi-Harlig, Kathleen , and Rebbeca Mahan-Taylor
    2003 Teaching Pragmatics. Washington, D.C.: United States Department of State. RetrievedMay 7, 2011, fromexchanges.state.gov/education/engteaching/pragmatics_htm
  4. Chamot, Anna Uhl
    2008 “Strategy Instruction and Good Language Learners.” InLessons from Good Language Learners, ed. by Carol Griffiths . 266–28. Cambridge: Cambridge University Press. 10.1017/CBO9780511497667.024
     https://doi.org/10.1017/CBO9780511497667.024 [Google Scholar]
  5. Cheng, Ta Pei
    2013 “Codeswitching and Participant Orientations in a Chinese as a Foreign Language Classroom.” The Modern Language Journal97 (4): 869–886. 10.1111/j.1540‑4781.2013.12046.x
     https://doi.org/10.1111/j.1540-4781.2013.12046.x [Google Scholar]
  6. Cohen, Andrew D.
    2005 “Strategies for Learning and Performing L2 Speech Acts.” Intercultural Pragmatics, 2 (3): 275–301. 10.1515/iprg.2005.2.3.275
     https://doi.org/10.1515/iprg.2005.2.3.275 [Google Scholar]
  7. Cohen, Andrew. D.
    2007 “Coming to Terms with Language Learner Strategies: Surveying the Experts.” InLanguage Learner Strategies: 30 Years of Research and Practice, ed. by Andrew D. Cohen and Ernesto Macaro . 29–45. Oxford: Oxford University Press.
     [Google Scholar]
  8. Cohen, Andrew D.
    2010 “Strategies for Learning and Performing Speech Acts.” InTeaching and Learning Pragmatics, ed. by Noriko Ishihara and Andrew D. Cohen . 227–243. Harlow, UK: Longman/Pearson.
     [Google Scholar]
  9. Cohen, Andrew D. and Noriko Ishihara
    2005 A Web-Based Approach to Strategic Learning of Speech Acts. Minneapolis, Minn.: Center for Advanced Research on Language Acquisition, University of Minnesota. RetrievedJuly 11, 2013, fromwww.carla.umn.edu/speechacts/Japanese%20Speech%20Act%20Report%20Rev.%20June05.pdf
  10. Cohen, Andrew D. , Michael R. Paige , Rachel L. Shively , Holly A. Emert , and Joseph G. Hoff
    2005 Maximizing Study Abroad through Language and Culture Strategies: Research on Students, Study Abroad Program Professionals, and Language Instructors. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota.
  11. Ellis, Rod
    1997 SLA Research and Language Teaching. Oxford: Oxford University Press.
     [Google Scholar]
  12. 2002 “Grammar Teaching: Practice or Consciousness-Raising?” inMethodology in Language Teaching: An Anthology of Current Practice, ed. by Jack C. Richards and Willy A. Renandya . 167–174. Cambridge: Cambridge University Press. 10.1017/CBO9780511667190.023
     https://doi.org/10.1017/CBO9780511667190.023 [Google Scholar]
  13. 2003 Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
     [Google Scholar]
  14. 2008 The Study of Second Language Acquisition. Oxford: Oxford University Press.
     [Google Scholar]
  15. Eslami-Rasekh, Zohreh
    2005 “Raising the Pragmatic Awareness of Language Learners.” ELT Journal, 59 (3): 199–208. 10.1093/elt/cci039
     https://doi.org/10.1093/elt/cci039 [Google Scholar]
  16. Eslami-Rasekh, Zohreh , Abbas Eslami-Rasekh and Azizollah Fatahi
    2004 “Using Metapragmatic Instruction to Improve Advanced EFL Learners’ Pragmatic Awareness.” TESL EJ, 8 (2): 1–12.
     [Google Scholar]
  17. Ferrer, Vincent
    2005 The Use of the Mother Tongue in the Classroom: Cross-Linguistic Comparisons, Noticing and Explicit Knowledge. Retrieved fromwww.teachenglishworldwide.com/Articles.htm
  18. Gass, Susan Mackey and Larry Selinker
    2008 Second Language Acquisition: An Introductory Course (3rd ed.). New York: Taylor and Francis. 10.4324/9780203932841
     https://doi.org/10.4324/9780203932841 [Google Scholar]
  19. Grim, Frédérique
    2010 “L1 in the L2 Classroom at the Secondary and College Levels: A Comparison of Functions and Use by Teachers.” Electronic Journal of Foreign Language Teaching7 (2): 193–209.
     [Google Scholar]
  20. Guk, Iju , and David Kellogg
    2007 “The ZPD and Whole Class Teaching: Teacher-Led and Student-Led Interactional Mediation of Tasks.” Language Teaching Research11 (3): 281–299. 10.1177/1362168807077561
     https://doi.org/10.1177/1362168807077561 [Google Scholar]
  21. Hawkins, Samantha
    2015 “Guilt, Missed Opportunities, and False Role Models: A Look at Perceptions and Use of the First Language in English Teaching in Japan.” JALT Journal, 37 (1): 29–42. 10.37546/JALTJJ37.1‑2
     https://doi.org/10.37546/JALTJJ37.1-2 [Google Scholar]
  22. Horst, Marlise , Joanna White , and Philippa Bell
    2010 “First and second language knowledge in the language classroom.” International Journal of Bilingualism14 (3): 331–349. 10.1177/1367006910367848
     https://doi.org/10.1177/1367006910367848 [Google Scholar]
  23. Ishihara, Noriko
    2010 “Instructional pragmatics: Bridging Teaching, Research, and Teacher Education”. Language and Linguistics Compass4 (10): 938–953. 10.1111/j.1749‑818X.2010.00242.x
     https://doi.org/10.1111/j.1749-818X.2010.00242.x [Google Scholar]
  24. Kasper, Gabi . and Carsten Roever
    2005 “Pragmatics in second language learning.” InHandbook of research in second language teaching and learning, ed. by Eli Hinkel . 317–334. Mahwah, N.J.: Lawrence Erlbaum.
     [Google Scholar]
  25. Lee, Jang Ho , and Ernesto Macaro
    2013 “Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners.” The Modern Language Journal97 (4): 887–901. 10.1111/j.1540‑4781.2013.12044.x
     https://doi.org/10.1111/j.1540-4781.2013.12044.x [Google Scholar]
  26. Leeming, Paul
    2011 “Japanese High School Students’ Use of L1 during Pair-Work.” International Journal of Applied Linguistics21(3): 360–382. 10.1111/j.1473‑4192.2011.00284.x
     https://doi.org/10.1111/j.1473-4192.2011.00284.x [Google Scholar]
  27. Levine, Glenn S.
    2003 “Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study.” Modern Language Journal87 (3): 343–364. 10.1111/1540‑4781.00194
     https://doi.org/10.1111/1540-4781.00194 [Google Scholar]
  28. 2012 “Principles for Code Choice in the Foreign Language Classroom: A Focus on Grammaring.” Language Teaching47 (3): 332–348. 10.1017/S0261444811000498
     https://doi.org/10.1017/S0261444811000498 [Google Scholar]
  29. Littlewood, William and Baohua Yu
    2011 First Language and Target Language in the Foreign Language Classroom. Language Teaching44 (1): 64–77. 10.1017/S0261444809990310
     https://doi.org/10.1017/S0261444809990310 [Google Scholar]
  30. Macaro, Ernesto
    2009 “Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use.” InFirst Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain . 35–49. Bristol: Multilingual Matters. 10.21832/9781847691972‑005
     https://doi.org/10.21832/9781847691972-005 [Google Scholar]
  31. Martínez-Flor, Alicia
    2008 “The Effect of an Inductive-Deductive Teaching Approach to Develop Learners’ Use of Request Modifiers in the EFL.” InLearning How to Request in an Instructed Language Learning Context, ed. by Eva Alcon . 191–225. Bern: Peter Lang.
     [Google Scholar]
  32. Martînez-Flor, Alicia
    2012 “Examining EFL Learners’ Long-Term Instructional Effects When Mitigating Requests.” InInterlanguage Request Modification, ed. by Maria Economidou-Kogetsidis and Helen Woodfield . 243–274. Amsterdam: John Benjamins. 10.1075/pbns.217.08mar
     https://doi.org/10.1075/pbns.217.08mar [Google Scholar]
  33. Martínez-Flor, Alicia and Esther Usó-Juan
    2010 “The Teaching of Speech Acts in Second and Foreign Language Instructional Contexts.” InPragmatics across Languages and Cultures, ed. by Anna Trosborg . 423–442. Berlin: Mouton de Gruyter.
     [Google Scholar]
  34. Mohamed, Naashia
    2004 “Consciousness-raising tasks: A learner perspective.” ELT Journal58 (3): 228–237. 10.1093/elt/58.3.228
     https://doi.org/10.1093/elt/58.3.228 [Google Scholar]
  35. Niezgoda, Kimberly and Carsten Roever
    2001 “Pragmatic and grammatical awareness.” InPragmatics in Language Teaching, ed. by K. R. Rose and G. Kasper . 63–79. Cambridge: Cambridge University Press. 10.1017/CBO9781139524797.008
     https://doi.org/10.1017/CBO9781139524797.008 [Google Scholar]
  36. Oxford, Rebecca
    2011 Teaching and researching language learning strategies. New York: Pearson Education.
     [Google Scholar]
  37. 2017 Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Routledge.
     [Google Scholar]
  38. Rubin, Joan , Anna Uhl Chamot , Vee Harris and Neil J. Anderson
    2007 “Intervening in the Use of Strategies.” InLanguage Learner Strategies: 30 Years of Research and Practice, ed. by Andrew D. Cohen and Ernesto Macaro . 141–160. Oxford: Oxford University Press.
     [Google Scholar]
  39. Safont, M. Pilar
    2003 “Instructional Effects on the Use of Request Acts Modification Devices by EFL Learners.” InPragmatic Competence and Foreign Language Teaching, ed. by Alicia Martínez-Flor , Esther Usó-Juan , and Ana Fernández Guerra . 211–232. Castello de la Plana, Spain: Universitat Jaume I.
     [Google Scholar]
  40. 2004 “An Analysis of EAP Learners’ Pragmatic Production: A Focus on Request Forms.” Iberica8: 23–39.
     [Google Scholar]
  41. Schauer, Gila A.
    2009 Interlanguage Pragmatic Development: The Study Abroad Context. London: Continuum.
     [Google Scholar]
  42. Schmidt, Richard
    1995 “Consciousness and Foreign Language Learning: A Tutorial on the Role of Attention and Awareness in Learning.” InAttention and Awareness in Foreign Language Learning, ed. by Richard Schmidt . 1–63. Honolulu: University of Hawai’i.
     [Google Scholar]
  43. Scott, Virginia M. and Maria José de la Fuente
    2008 “What’s the Problem? L2 Learners’ Use of the L1 during Consciousness-Raising, Form-Focused Tasks.” The Modern Language Journal, 92 (1): 100–113. 10.1111/j.1540‑4781.2008.00689.x
     https://doi.org/10.1111/j.1540-4781.2008.00689.x [Google Scholar]
  44. Sifianou, Maria
    1999 Politeness Phenomena in England and Greece. A Crosscultural Perspective. Oxford: Oxford University Press.
     [Google Scholar]
  45. Storch, Neomy and Gillian Wigglesworth
    2003 “Is There a Role for the Use of the L1 in an L2 Setting?” TESOL Quarterly37(4): 760–770. 10.2307/3588224
     https://doi.org/10.2307/3588224 [Google Scholar]
  46. Takahashi, Satomi
    2010 “Assessing Learnability in Second Language Pragmatics.” InPragmatics across Languages and Cultures, ed. by Anna Trosborg . 391–423. Berlin: De Gruyter Mouton.
     [Google Scholar]
  47. Takimoto, Masahiro
    2006 “The Effects of Explicit Feedback and Form–Meaning Processing on the Development of Pragmatic Proficiency in Consciousness-Raising Tasks.” System34 (4): 601–614. 10.1016/j.system.2006.09.003
     https://doi.org/10.1016/j.system.2006.09.003 [Google Scholar]
  48. 2009 “The Effect of Input-Based Tasks on the Development of Learners’ Pragmatic Proficiency.” Applied Linguistics30 (1): 1–25. 10.1093/applin/amm049
     https://doi.org/10.1093/applin/amm049 [Google Scholar]
  49. Trosborg, Anna
    1995 Interlanguage Pragmatics. Berlin: Mouton de Gruyter. 10.1515/9783110885286
     https://doi.org/10.1515/9783110885286 [Google Scholar]
  50. Usó-Juan, Esther
    2010 “Requests: A Sociopragmatic Approach.” InSpeech Act performance: Theoretical, Empirical and Methodological Issues, ed. by Alicia Martínez-Flor and Esther Usó-Juan . 237–256. Amsterdam: John Benjamins. 10.1075/lllt.26.14uso
     https://doi.org/10.1075/lllt.26.14uso [Google Scholar]
  51. Yu, Ming-Chung
    2008 Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan. TESOL Quarterly42 (1): 31–52. 10.1002/j.1545‑7249.2008.tb00206.x
     https://doi.org/10.1002/j.1545-7249.2008.tb00206.x [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ps.16066.hos
Loading
The impact of pragmatic consciousness-raising tasks on EFL learners’ speech act strategy use
Pragmatics and Society 11, 570 (2020); https://doi.org/10.1075/ps.16066.hos
/content/journals/10.1075/ps.16066.hos
/content/journals/10.1075/ps.16066.hos
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): deductive consciousness-raising tasks; inductive consciousness raising tasks; L1-based consciousness-raising tasks; pragmatics; speech act; strategy use

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error