刊讯｜SSCI 期刊《语言教学研究》2022年第2期

LANGUAGE TEACHING RESEARCH

Volume 26, Issue 2, June 2022

LANGUAGE TEACHING RESEARCH（SSCI一区，2021 IF：3.899） 2022年第2期共发文7篇，均为研究型论文。研究论文涉及语际语用学、语用教学、第二语言习得、远程合作、试听输入和语用标记等。

目录

ARTICLES

■ Teaching second language pragmatics in the current era of globalization: An introduction, by Ariadna Sánchez-Hernández,  Júlia Barón, Pages 163–170.

■ Technology-mediated tasks for the development of L2 pragmatics, by Marta González-Lloret, Pages 173–189.

■ Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji, by Joy Maa, Naoko Taguchi，Pages 442–472.

■ Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty, by Esther Usó-Juan, Pages 213–237.

■ ‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning, by Júlia Barón, M. Luz Celaya, Pages 238–255.

■ Teaching the pragmatics of English as an international language: A focus on pragmatic markers, by Ariadna Sánchez-Hernández, Alicia Martínez-Flor, Pages 256–278.

■ Teaching humorous irony to L2 and heritage speakers of Spanish, by Rachel L. Shively, Juan Acevedo, Rocio Cano, Izadi Etxeberria-Ortego, Pages 279–302.

Notes on Contributors

■ Notes on Contributors,  Pages 171-172.

摘要

Teaching second language pragmatics in the current era of globalization: An introduction

Ariadna Sánchez-Hernández, Universidad Complutense de Madrid, Spain

Júlia Barón, Universitat de Barcelona, Spain

Abstract The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers have become a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have explored which methodology is most effective for teaching pragmatics. Earlier ILP studies compared explicit versus implicit instruction, highlighting the key role of explicit metapragmatic explanations. More recently, scholars have investigated how to create opportunities to for authentic pragmatic practice inside the classroom. To do so, some studies have implemented task-based language teaching to provide students with goal-oriented meaningful activities that address their real-world needs. Other studies have incorporated technology-enhanced materials such as simulated immersive environments and computer-mediated communication to promote students’ engagement in authentic use of the language beyond the classroom. Another current concern in L2 pragmatic instruction is how to account for the emergence of English as an International Language (EIL), and the consequent need to guide learners into acquiring language as a tool to mediate across linguistic and cultural boundaries. Different studies have adopted an EIL perspective, proposing the enhancement of students’ metapragmatic awareness and strategies to deal with the hybrid nature of English and its associated varieties and cultures. The special issue ‘Teaching second language pragmatics in the current era of globalization’ aims to illustrate such current trends, with six contributions by distinguished scholars in the field of L2 pragmatics from all over the globe.

Key words globalization, interlanguage pragmatics, language teaching, pragmatics, second language acquisition

Technology-mediated tasks for the development of L2 pragmatics

Marta González-Lloret, University of Hawaiʻi at Mānoa, USA

Abstract Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The article will introduce some key findings of studies that incorporate technology and pragmatics as well as those that have investigated tasks and L2 pragmatics to then focus on those studies that incorporate the three elements: tasks, technology and L2 pragmatics. These studies are grouped by their main focus of investigation: (1) the task, (2) the technology, or (3) the L2 pragmatic feature. As a whole, these studies show the possibilities that tasks and technology-mediated contexts have to engage learners in discursive practices that may not be possible otherwise, exposing them to the cyberpragmatics of an ever-growing digital world. Finally, lines of new research to advance the field are suggested.

Key words blogs, computer-mediated communication, games, L2 pragmatics, tasks, TBLT, technology, telecollaboration, virtual environments

Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji

Joy Maa, Carnegie Mellon University, USA

Naoko Taguchi, Northern Arizona University, USA

Abstract Increasingly prevalent use of technologies such as instant messaging and online chat has transformed our traditional ways of learning and teaching pragmatics. This study presents an example of such transformation by demonstrating how computer-mediated communication (CMC) may be employed as a tool to provide second language (L2) learners opportunities to use interactional resources specific to the context of CMC, namely unique orthography and emoji. For the study, we introduced four university-level learners of Japanese to a language exchange messaging application and recorded their online text-based chat interactions with native Japanese speakers over a period of 12 weeks. We followed up the chat data with weekly stimulated verbal recalls (SVR) to investigate L2 learners’ intentions and perceptions surrounding their own and others’ use of unique orthography and emoji (48 SVR sessions total; average 30 minutes per session). Coding and thematic analysis of the chat data revealed learners’ agentive use of orthography and emoji as resources for communication. In addition, the SVR data revealed a variety of personal and interpersonal reasons behind their use, including learners’ concerns over self-presentation, interpersonal relationships, identity, and discourse management. The findings not only demonstrate how CMC can afford learners a unique environment for experimenting with a range of context-appropriate interactional resources to convey pragmatic meaning, but also shed light on the various, sometimes competing, considerations and complex processes underlying learners’ pragmatic choices in CMC.

Key words CMC, emoji, L2 pragmatics, Japanese, orthography

Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty

Esther Usó-Juan, Universitat Jaume I, Spain

Abstract This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different times: as a pre-test (i.e. before engaging learners in the instructional period), and as a post-test (i.e. after learners’ participation in the treatment sessions). Learners’ email messages were analysed considering both their appropriateness of use as well the frequency of utilization of different structural (i.e. subject line, openings and closings) and content components (i.e. request strategies and internal request modifiers). Results showed that strategy instruction helped learners write more appropriate email requests after the instructional period. The findings suggest that arming learners with a variety of strategic tools may lead to pragmatic development in actual language use.

Key words closings, emails, instructional pragmatics, internal request modifiers, learning strategies, openings, requests

‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning

Júlia Barón, Universitat de Barcelona, Spain

M. Luz Celaya, Universitat de Barcelona, Spain

Abstract The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners’ pragmatic performance. To this aim, two intact classes (N = 31) of learners of English as a foreign language (EFL) at a B1 level were exposed to videos with captions and without captions, respectively. Before and after watching the videos, all the students were asked to carry out a role-play task with situations like those in the videos. A mixed-methods approach was used to analyze the learners’ performance in terms of types and number of strategies to perform speech acts (quantitative) and in terms of pragmatic appropriateness (qualitative). Findings show that both groups used more polite strategies after watching the videos, regardless of the captioned/non-captioned condition, which seems to confirm the contribution of audio-visual material for the learning of the L2 pragmatics in an incidental way. Concerning pragmatic appropriateness, we found that learners in the captioned condition produced more pragmalinguistically appropriate role-plays than learners in the non-captioned condition, thus suggesting a positive effect of captioned material on the learning of the L2 pragmatics. Such results are discussed in relation to the few previous similar studies in the field.

Key words audio-visual input, captioned material, EFL pragmatics, incidental learning, non-captioned material

Teaching the pragmatics of English as an international language: A focus on pragmatic markers

Ariadna Sánchez-Hernández, Universidad Complutense de Madrid, Spain

Alicia Martínez-Flor, Universitat Jaume I, Spain

Abstract The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional (n = 34) and a control group (n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students’ use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics.

Key words EIL, English language teaching, L2 Pragmatics, pragmatic instruction, pragmatic markers

Teaching humorous irony to L2 and heritage speakers of Spanish

Rachel L. Shively, Illinois State University, USA

Juan Acevedo, Illinois State University, USA

Rocio Cano, Illinois State University, USA

Izadi Etxeberria-Ortego, Illinois State University, USA

Abstract The present study examined the effect of a pedagogical intervention about humorous verbal irony in Spanish with a mixed group of 40 second language (L2) and heritage speakers of Spanish. Unlike previous studies that have considered only irony comprehension, this project incorporated both comprehension and production of irony into instruction and assessment. The intervention consisted of 2.5 hours of lessons that focused on humorous irony and irony cues. To assess effectiveness, participants completed a pretest and posttest of an irony comprehension instrument and a written production questionnaire designed to elicit humorous irony. The results from the study indicate that the intervention was beneficial in increasing participants’ accurate interpretation of irony and identification of tone of voice as an irony cue. Additionally, after instruction, participants produced significantly more irony and incorporated new resources into their ironic responses. However, participants did not increase their success in being humorous over time. No significant group differences were observed, suggesting that the instruction had similar effects for both L2 and heritage speakers.

Key words heritage speakers, humor, irony, pragmatics, second language

期刊简介

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.

语言教学研究是同行评审期刊。本刊主要发表第二语言或外语教学领域的相关研究。文章发表但不限于英语教学研究。

The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications.

本刊为使用了明晰研究方法，并报告有明确教学意义发现的研究提供了一个展示平台。

A wide range of topics in the area of language teaching is covered, including: Programme, Syllabus, Materials design, Methodology, The teaching of specific skills and language for specific purposes.

本刊涉及的主题较广，主要如下：课程、教学大纲、教材设计、教学方法、特殊技能和语言教学。

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https://journals.sagepub.com/home/ltr

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