Measuring pragmatic competence on the functional and lexical level: The development of German high-school students' requests during a stay abroad in Canada

Sell, Friederike; Renkwitz, Katrin; Sickinger, Pawel; Schneider, Klaus P.

doi:10.1016/j.pragma.2018.11.005

Cited by 14 publications

(5 citation statements)

References 32 publications

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“…Interchangeably, research studies in Canada revealed that through imitation skills, the likelihood that a child with autism will develop functional speech increased (Sell et al, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…It showed to be moderately effective with an aggregate mean of 2.93. Sell et al (2019) suggested that strong imitation skills from the teacher or parent towards the child encouraged speech development as an ancillary effect of exercising PECS. As with the findings of Halliday et al (2017), PECS has small to moderate enforcement in developing skills of communication among learners with ASD.…”

Section: Building Sentence Structurementioning

confidence: 99%

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Picture Exchange Communication System and Its Effectivity to the Communication of Learners With Autism Spectrum

LENDIO,

TEVES,

CATALAN

2023

CJMS

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Special education involves the preparation of teaching procedures and materials, and other interventions designed to address the needs of a child with learning differences, disabilities, and giftedness. Autism is a neurological complex condition that affects behavior, socialization and communication of the child. As such, PECS is a form of augmentative and alternative communication that uses pictures, images and symbols which was designed to provide aid and support to children with autism in enhancing their communication skills. In particular, this research assessed the extent of effectivity of Pictures Exchange Communication System to the communication skills of learners with Autism Spectrum Disorder at Bright Gem Learning Center, Consolacion Central - SPED Center, and Talamban Elementary School - SPED Center as basis for development plan. The study utilized a mixed type of research method: Quantitative - Qualitative research and Thematic Synthesis approach. This research study has 30 learner respondents, 30 parent/ guardian respondents, and three SPED teachers involved. The questionnaire for learners with ASD was adapted from the National Professional Development Center on Autism Spectrum Disorder, Picture Exchange Communication System: Steps for Implementation. For the parent/ guardian respondents and SpEd teachers, research-made questionnaires are provided to assess the effectivity of PECS in the communication of learners with ASD at home and at school settings. The study found out that the Physically Assisted Exchange was considered to be highly effective. On the contrary, Responding to What They Want, resulted to be moderately effective. Generally, the study concluded that PECS can enhance the communication skills of learners with ASD. It is strongly recommended, especially to non-verbal learners, to use PECS as one of the techniques to improve their receptive and expressive communication skills.

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“…Interchangeably, research studies in Canada revealed that through imitation skills, the likelihood that a child with autism will develop functional speech increased (Sell et al, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Building Sentence Structurementioning

confidence: 99%

Picture Exchange Communication System and Its Effectivity to the Communication of Learners With Autism Spectrum

LENDIO,

TEVES,

CATALAN

2023

CJMS

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“…More recently, Sell, Renkwitz, Sickinger and Schneider (2019) examined the requests produced by 17 German high-school students before and after a 10-month stay in Canada, and compared their production with that of NSs. Sell et al's (2019) study showed that the learners 6 displayed a strong preference for a conventionally indirect strategies (of the query preparatory type: can you, would you mind) both before and after their stay.…”

Section: Study-abroad Research and Request Developmentmentioning

confidence: 99%

Developing spoken requests during UK study abroad

Economidou-Kogetsidis

Halenko²

2022

SAR

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The present study tracks the longitudinal pragmatic development of spoken requests by Japanese, adult learners of English during an academic year abroad, and aims to examine whether and how their requestive performance develops over time in high and low-imposition situations. Data were collected at three points of the academic year using oral, virtual role plays, and semi-structured group interviews. Data analysis examined the type and frequency of request strategies and modification devices employed by the group over time. Findings revealed that there were only some pragmatic gains (e.g., a slight drop in the use of want statements) as learners were very slow in adopting a new form-function mapping and expanding their pragmalinguistic repertoire. They relied on (and overused) a limited set of request sequences and had clear preferences for particular ways to express (in)directness, confirming that pragmatic gains might often be small, and development may follow a non-linear trajectory.

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“…A considerable amount of research in the area of interlanguage pragmatics (ILP) has attempted to explore the aspect of appropriateness from various stages, mostly pragmatic production (e.g., al Masaeed et al, 2020;Jeon, 2017;Shleykina, 2019;Tabatabaei, 2019;Taguchi, 2011a;Yeboah, 2021), pragmatic development (e.g., Ren, 2019;Sell et al, 2019;Yang & Ke, 2021), and assessment of pragmatic production(e.g., Alemi & Khanlarzadeh, 2016;Sonnenburg-Winkler et al, 2020;Sydorenko et al, 2015;Taguchi, 2011b). Sonnenburg-Winkler et al (2020) investigated variation in pragmatic assessment by raters with different linguistic backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Appropriateness of Speech Act of Criticizing by Indonesian EFL Learners: A Pragmatic Comprehension Study

Putri,

Wijayanto,

Fauziati

2023

AIJP

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Adequate pragmatic competence, or the ability to use language in a social context appropriately, is essential for successful communication, particularly across cultures and societies. Many previous studies in appropriateness focused on speech act production, pragmatic development, and rater evaluations, but only a few investigated pragmatic comprehension. Therefore, this current research attempts to investigate EFL learners' comprehension of the appropriateness of criticism speech acts and the foundation that EFL learners consider in evaluating appropriateness. This study involved 20 EFL learners as participants. The study used a questionnaire with DCTs and open-ended questions to elicit the data. The findings revealed that EFL learners could understand the appropriateness of criticism speech acts They could indicate which utterances were associated with appropriateness or inappropriateness by considering various criteria such as politeness, power and social distance, linguistic forms, strategies, intentions, reasoning, and settings. This research has implications for English learning in that teachers should promote appropriateness as an important aspect of pragmatic competence to EFL learners so that they can use language appropriately to communicate in the target language.

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Measuring pragmatic competence on the functional and lexical level: The development of German high-school students' requests during a stay abroad in Canada

Cited by 14 publications

References 32 publications

Picture Exchange Communication System and Its Effectivity to the Communication of Learners With Autism Spectrum

Picture Exchange Communication System and Its Effectivity to the Communication of Learners With Autism Spectrum

Developing spoken requests during UK study abroad

Evaluating Appropriateness of Speech Act of Criticizing by Indonesian EFL Learners: A Pragmatic Comprehension Study

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