Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Abstract

Swain's Output Hypothesis proposes a facilitative effect for output on the acquisition of second language morphosyntax. In the context of classroom instruction, a number of studies and reviews suggest that explicit instruction in pragmatic elements promotes development. Other studies have offered less conclusive evidence of the effectiveness of various instructional options. The present classroom-based study examined the effectiveness of output-focused, video-based instruction for the development of second language intercultural pragmatic development among adult ESL learners representing different first language backgrounds in an intensive English program setting. The results suggest that the instructional treatment had a significant effect on a written pragmatic acceptability judgment task (PAJT). Results on a written discourse completion task (DCT) were mixed; no significant effects were identified, but a relatively large effect size was calculated for the output group.

Facilitating pragmatic skills through role-play in learners with language learning disability

“…When using pragmatic skills as an outcome measure, it is recommended that assessments allow for documentation across various contexts and communication partners (Gerber et al, 2012 ; Norbury, 2014 ). The DCTs were designed by the researcher based on research studies that made use of DCTs (Archer, Aijmer & Wichmann, 2012 ; Chen & Rau, 2013 ; Jernigan, 2007 ; Kasper & Dahl, 1991 ; Kasper & Roever, 2005 ; Martínez-Flor & Uso-Juan, 2011 ). The situations presented in the tasks all included the following information: The setting, social distance and social status (Alemi, Rasekh & Razanjad, 2014 ; Aufa, 2014 ; Chen & Rua, 2013 ; Kasper & Roever, 2005 ; Martínez-Flor & Uso-Juan, 2011 ).…”

Explicit Pragmatic Instruction In Teaching English As A Foreign Language

“…She revealed that computer mediation, which develops instructional materials, had potential contributions to provide opportunities for learners to raise their pragmatic awareness. In the same line, Jernigan (2012) examined the effectiveness of one of instructional options, which is output-focused video-based instruction for EFL learners' pragmatic development. More specifically, he compared the effect of output-focused video-based instruction and comprehension-focused instruction on learners' perception of pragmatic appropriateness and production in written language.…”

The Effect of Concept Mapping on Learning English Requests by Iranian High School Students

“…With the recognition of the significance of speech acts, plenty of techniques for teaching and learning them have come out. Most of the techniques and strategies to the teachability of pragmatic components particularly on the part of speech acts have mainly accounted for the relative effectiveness of different types of pragmatic instruction/mediations or the priority of two approaches of explicit and implicit instruction over one another (Ajabshir, 2019;Derakhshan & Arabmofrad, 2018;Derakhshan & Zangoei, 2014;Emadi, 2015;Hashemi Shahraki, Ketabi, & Barati, 2015;Jernigan, 2012;Kargar, Sadighi, & Ahmadi, 2012;Rose, 2005;Sykes, 2018;Taguchi, Xiao, & Li, 2016;Tateyama, 2001).…”