The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice

Zhang, Ying

doi:10.1080/09588221.2022.2152054

Cited by 4 publications

(6 citation statements)

References 43 publications

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“…This topic is worth exploring because effective practice schedules facilitate the proceduralization and automatization of L2 pragmatic knowledge, which can promote accuracy and fluency of learners' L2 pragmatic behaviors (Dekeyser, 2007). The accurate and fluent pragmatic performance produced through effective practice can further help EFL learners use English as a lingua franca to conduct intercultural communication smoothly, avoid communication misunderstandings, and establish rapport among interlocutors from various cultural backgrounds (Zhang, 2021(Zhang, , 2022.…”

Section: Effectiveness Of Blocked Practice and Interleaved Practicementioning

confidence: 99%

The effects of interleaved and blocked corpus-based practice on L2 pragmatic development

Zhang

2023

Stud Second Lang Acquis

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A handful of second/foreign language (L2) studies have examined the effects of practice schedules and reported the advantage of interleaved practice (i.e., practice multiple skills simultaneously) over blocked practice (i.e., practice one skill first and then proceed to the next one). However, no studies in the realm of L2 pragmatics have explored this theme. This study investigated the influence of interleaved corpus-based practice and blocked corpus-based practice on L2 pragmatic development. Sixty-three L2 learners of English from a university in China received instruction on two pragmatic features: suggestions and requests. After the instruction, they were randomly assigned to an interleaved-practice group (n = 31) or a blocked-practice group (n = 32). Results from multimedia discourse completion tasks on the immediate and delayed posttests showed facilitative and long-term effects of interleaved practice on pragmatic accuracy. Moreover, the results revealed positive and durable influence of blocked practice on fluency. Implications are discussed.

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Section: Effectiveness Of Blocked Practice and Interleaved Practicementioning

confidence: 99%

The effects of interleaved and blocked corpus-based practice on L2 pragmatic development

Zhang

2023

Stud Second Lang Acquis

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“…For instance, Liu and Zhang [ 2 ] found that a computer-assisted speech act training program improved Chinese EFL learners' performance in producing requests in English. Similarly, Zhang [ 21 ] reported significant improvement in Chinese EFL learners' compliment responses after receiving CMEI. Moreover, Ahn and Lee [ 22 ] found that a mobile application that provided explicit Instruction and feedback on speech acts improved Korean EFL learners' pragmatic competence.…”

Section: Introductionmentioning

confidence: 95%

“…It allows learners to practice and receive feedback on their language use in a controlled and interactive environment. Previous studies have shown that CMEI can be effective in improving EFL learners' knowledge of speech acts [ 17 , [19] , [20] , [21] , [22] , [23] ]. For instance, Liu and Zhang [ 2 ] found that a computer-assisted speech act training program improved Chinese EFL learners' performance in producing requests in English.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, it is essential to investigate effective ways to teach speech acts to EFL learners. One potential method for teaching speech acts is computerized mediated explicit instruction (CMEI), which utilizes computer technology to provide learners with direct Instruction and feedback [ [17] , [18] , [19] , [20] , [21] ]. Several studies have investigated the effectiveness of CMEI for teaching speech acts to EFL learners, but the role of language proficiency has yet to be fully explored.…”

Section: Introductionmentioning

confidence: 99%

“…Zhang [ 21 ] has examined the influence of practice contexts on L2 learners' compliment responses. The study compares telecollaborative video-based practice with face-to-face practice and investigates how different practice contexts affect learners' ability to respond to compliments appropriately.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Computerized mediated explicit instruction and EFL learners' knowledge of speech acts: Investigating the role of EFL learners’ language proficiency and perceptions

Zhong,

Zhang

2023

Heliyon

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“That Was a Good One”: Talking About Irony in Study Abroad

Shively

2024

Language Learning

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Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive learning outcomes of pedagogical interventions involving this technique but have not closely examined the nature of the talk about pragmatics among students and local people. The goal of this study is to examine talk about irony in Spanish elicited through an instructional activity carried out by study‐abroad students in Mexico and their Mexican interlocutors, focusing on the information that the latter provide. The findings revealed that Mexican interlocutors provided examples of irony, metapragmatic explanations, and corrective feedback but that there was considerable individual variation.

show abstract

The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice

Cited by 4 publications

References 43 publications

The effects of interleaved and blocked corpus-based practice on L2 pragmatic development

The effects of interleaved and blocked corpus-based practice on L2 pragmatic development

Computerized mediated explicit instruction and EFL learners' knowledge of speech acts: Investigating the role of EFL learners’ language proficiency and perceptions

“That Was a Good One”: Talking About Irony in Study Abroad

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