二语学习者语用能力的培养

Pub Date : 2021-07-21 DOI:10.1163/18773109-01302002

Shannon M. Hilliker, Chesla Ann Lenkaitis, Barbara Loranc-Paszylk

{"title":"二语学习者语用能力的培养","authors":"Shannon M. Hilliker, Chesla Ann Lenkaitis, Barbara Loranc-Paszylk","doi":"10.1163/18773109-01302002","DOIUrl":null,"url":null,"abstract":"\n Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.","PeriodicalId":0,"journal":{"name":"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"Development of pragmatic competence among L2 learners\",\"authors\":\"Shannon M. Hilliker, Chesla Ann Lenkaitis, Barbara Loranc-Paszylk\",\"doi\":\"10.1163/18773109-01302002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.\",\"PeriodicalId\":0,\"journal\":{\"name\":\"\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0,\"publicationDate\":\"2021-07-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1163/18773109-01302002\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1163/18773109-01302002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 5

摘要

尽管赞美和赞美反应似乎在第二语言（L2）课堂的话语中发挥着重要作用（Khaneshan&Bonyadi，2016），但虚拟交流对增强赞美反应使用的影响仍未得到探索。来自波兰的12名二语学习者通过视频会议与美国一所大学的“向其他语言使用者教授英语”（TESOL）教师候选人进行了为期六周的分组会议。数据分析包括使用SPSS对Likert量表问题进行统计分析，而开放式回答则使用NVivo 12编码为研究人员创建的类别。此外，还对转录本进行了分析。从本研究中可以明显看出，二语学习者有机会利用虚拟交流来培养与称赞反应相关的二语语用意识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

Development of pragmatic competence among L2 learners

Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助