An Experimental Study of L2 Pragmatic Development in the EFL Classroom
Available Online August 2016.
- https://doi.org/10.2991/iceemt-16.2016.40How to use a DOI?
- L2 pragmatics, request, study abroad, pragmatic development
- The aim of this research was to examine whether Chinese learners of English develop their L2 pragmatic productive competence in the learning context in which certain types of instruction (i.e., explicit, enhanced and input-output) they received and to investigate the effectiveness of the three different instructions, if any. All together ninety Chinese university students with three different proficiency levels participated in this study. Their L2 pragmatic productive competence was elicited by Discourse Completion Test (DCT) through a pretest and a posttest. Results showed that pragmatic competence and grammatical competence were two independent abilities, and the development of the former did not rely on the latter. Additionally, the effectiveness of the explicit instruction is more salient than the other two types of instruction, for the students received explicit instruction tend to adopt the conventional indirect request strategy, whereas the other two groups of students did not demonstrate this tendency. Moreover, the explicit instruction failed to affect the acquisition of syntactic downgrading or lexical downgrading significantly; however, the enhanced instruction was beneficial to the mastery of "please" by L2 learners.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - He Yang PY - 2016/08 DA - 2016/08 TI - An Experimental Study of L2 Pragmatic Development in the EFL Classroom BT - 2016 International Conference on Education, E-learning and Management Technology PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/iceemt-16.2016.40 DO - https://doi.org/10.2991/iceemt-16.2016.40 ID - Yang2016/08 ER -