Using film to provide a context for teaching L2 pragmatics

Abrams, Zsuzsanna Ittzés

doi:10.1016/j.system.2014.06.005

Cited by 50 publications

(25 citation statements)

References 42 publications

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“…The teaching materials had long been conceived as filmic materials, inspired by the premise that "films can be used effectively for analyzing speakers' language, specifically pragmatic aspects of language" (Abrams, 2014, p. 58). The rationale is that films can provide the richly contextualized exchanges (Abrams, 2014) essential for meaningful pragmatics instruction (Felix-Brasdefer, 2007;Kasper, 2006). In a similar vein, Washburn (2001) indicates that films enable learners to hear and see pragmatics accompanied by the sociopragmatic aspects of interaction.…”

Section: Teaching Pragmatics and Implied Meaningsmentioning

confidence: 99%

The Effects of Explicit Film-based Instruction on EFL Teacher Trainees’ Interpretation of Implied Meanings

Çetinavcı¹

2019

EUROPEAN J ED RES

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Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasiexperimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence.

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Section: Teaching Pragmatics and Implied Meaningsmentioning

confidence: 99%

The Effects of Explicit Film-based Instruction on EFL Teacher Trainees’ Interpretation of Implied Meanings

Çetinavcı¹

2019

EUROPEAN J ED RES

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“…Also, Olshtain and Cohen (1991) similarly noted that in successful speaking, using the appropriate words and forms in the given situation are crucial, rather than knowing grammatically correct ones. Although it is highly challenging for L2 learners to acquire pragmatic knowledge appropriate to a variety of situations in the target culture, pragmatic instruction, particularly explicit instruction provided with metapragmatic explanation, could facilitate L2 learners' pragmatic competence as the previous studies have shown (Abrams, 2014 Yang, 2006). Therefore, it is crucial to investigate the learners' perception towards pragmatic instruction to identify the most effective means of instruction.…”

Section: B Previous Studies Of Learners' Perception Towards Learningmentioning

confidence: 99%

An Investigation into EFL Learners’ Perception towards L2 Pragmatic Instruction

Kim

2016

TPLS

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Abstract-The present study investigated EFL students' perception toward the pragmatic instruction provided as a part of regular English curricula. A total of 52 university students from various majors participated in the study. The treatment was given for nine weeks during the regular class hours in terms of four speech acts, compliments, apologies, requests, and refusals, with the goal of enhancing the learners' pragmatic awareness as well as pragmatic competence. A questionnaire and the learners' reflection journals were adopted as data collection instruments, and an eclectic design was adopted to analyze their perception. Both the intermediate and low groups showed positive perception in terms of the four major categories-interest, usefulness, importance, and motivation, yet more than half of the learners from the low group found that learning L2 pragmatics was difficult due to the complexity and length of some of the sentence patterns of formulaic expressions. Further, there were significant differences between subjects regarding the category of difficulty for each speech act. Nevertheless, the learners expressed that pragmatic instruction facilitated their communication skills, enhanced their pragmatic awareness on intercultural differences, as well as instilled confidence in English interactions. These findings imply learners' motivation and needs for learning L2 pragmatic features.

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“…Todos los informantes afirman haber usado vídeos de diferentes formatos para mejorar su competencia oral en ruso, de manera frecuente y beneficiosa. La razón fundamental es que la imagen contextualiza el habla oral y facilita la comprensión por diferentes motivos: 1) los gestos, la prosémica (el uso del espacio en la interacción), la kinésica (el acento, la entonación y el ritmo del habla) y las expresiones faciales de los hablantes facilitan el entendimiento del mensaje (Hoven, 1999); 2) todas estas cuestiones difieren en distintas culturas y lenguas (Kellerman 1992y Hurley 1992, por lo que el aprendiz accede a las expresiones características de los hablantes reales con estas muestras gráficas (como se cita en Hoven, 1999: 90), y 3) el vídeo muestra el contexto pragmático del uso verbal (cómo se utiliza la lengua en cada la situación) y facilita por ello el proceso del aprendizaje (Abrams, 2014).…”

Section: Aprendizaje Multimodal Y Plurilingüeunclassified

Aprendiendo idiomas en línea en el tiempo libre

Shafirova¹,

Cassany²

2017

Rev_estud_socioeducativos

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Using film to provide a context for teaching L2 pragmatics

Cited by 50 publications

References 42 publications

The Effects of Explicit Film-based Instruction on EFL Teacher Trainees’ Interpretation of Implied Meanings

The Effects of Explicit Film-based Instruction on EFL Teacher Trainees’ Interpretation of Implied Meanings

An Investigation into EFL Learners’ Perception towards L2 Pragmatic Instruction

Aprendiendo idiomas en línea en el tiempo libre

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