From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks

Sağdıç, Ayşenur

doi:10.1163/9789004392472_008

Knowledge Mobilization in TESOL 2018

DOI: 10.1163/9789004392472_008

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From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks

Ayşenur Sağdıç¹

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2021

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Comprehending implied meaning

Sağdıç

2021

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This study investigated the extent to which proficiency, length of residence, and intensity of interaction in a target language affect L2 learners’ pragmatic ability in comprehending conversational implicature and indirect speech acts. 68 participants, 38 L1 English and 30 L2 English users, completed two measures: a pragmatic listening test measuring implied meaning comprehension and a language contact profile survey identifying length of residence and intensity of L2 interaction. The standard multiple regression analysis revealed a significant relationship between implied meaning comprehension and learners’ proficiency, length of residence, and intensity of interaction. Together, these factors explained a significant amount of the variance in learners’ overall comprehension ability, with proficiency being the strongest predictor, followed by intensity of interaction, then length of residence. Findings also showed that while it was more challenging for the less proficient learners to comprehend conversational implicature than indirect speech acts, there was no significant difference between the two types for the higher proficiency group. Further analysis of the L2 interaction types indicated a significant, moderate relationship between the time spent speaking and learners’ implied meaning comprehension. These findings offer pedagogical and methodological implications for L2 pragmatic development.

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Comprehending implied meaning

Sağdıç

2021

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From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks

Cited by 1 publication

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Comprehending implied meaning

Comprehending implied meaning

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