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Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations

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dc.contributor.author Sydorenko, Tetyana
dc.contributor.author Jones, Zachary
dc.contributor.author Daurio, Phoebe
dc.contributor.author Thorne, Steven
dc.date.accessioned 2020-06-25T18:58:00Z
dc.date.available 2020-06-25T18:58:00Z
dc.date.issued 2020-06-01
dc.identifier.citation Sydorenko, T., Jones, Z. W., Daurio, P., & Thorne, S. L. (2020). Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. Language Learning & Technology, 24(2), 48–69. http://hdl.handle.net/10125/44725
dc.identifier.issn 1094-3501
dc.identifier.uri http://hdl.handle.net/10125/44725
dc.description.abstract Usage-based linguistics posits that communicative functions, including pragmatics, are at the core of language (Tomasello, 1992). It is surprising, then, that pragmatics is rarely systematically included in second language curricula (e.g., Bardovi-Harlig, 2017), especially since pragmatics instruction has been shown to significantly contribute to pragmatic development (e.g., Taguchi & Roever, 2017). Addressing this issue, the present study investigates learning outcomes and processes in self-access technology-enhanced instructional simulations for pragmatics that do not require classroom or teacher time. Importantly, these simulations include 1.) oral practice of extended discourse and 2.) feedback—two underexplored aspects of pragmatics instruction (e.g., Holden & Sykes, 2013; Sydorenko, Daurio, & Thorne, 2018). Two versions of the self-access simulations were examined: implicit-only instruction (15 participants) and implicit combined with explicit instruction (11 participants). The quantitative analysis of learners’ production data and self-reported noticing revealed that both groups were similarly able to extract relevant (but varying) pragmatics features from instruction. The qualitative analysis, however, revealed that individual learner differences may be a critical factor in the effectiveness of implicit versus explicit instruction. The present study also illustrates how time spans and competition between cognitive resources affect pragmatics learning. In sum, this research informs further development of self-access pragmatics materials.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.publisher (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
dc.subject Self-Access Pragmatics Instruction
dc.subject Implicit vs. Explicit Instruction
dc.subject Individual Differences
dc.title Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/44725
prism.volume 24
prism.number 2
prism.startingpage 48
prism.endingpage 69
Appears in Collections: Volume 24 Number 2, June 2020 Special Issue:Technology-enhanced L2 Instructional Pragmatics


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