Article published in:Technology in Interlanguage Pragmatics Research and Teaching
Edited by Naoko Taguchi and Julie M. Sykes
[Language Learning & Language Teaching 36] 2013
► pp. 43–69
Chapter 3. Amount of practice and pragmatic development of request-making in L2 Chinese
This chapter focuses on the amount of pragmatics practice needed for promoting accurate and speedy recognition and production of request-making forms in L2 Chinese. Over four consecutive days, an input group (n = 17) and an output group (n = 17) practiced using target request-making forms via computerized input-based and output-based practice activities, respectively. Meanwhile, a control group (n = 15) did Chinese reading comprehension exercises that did not contain the target pragmatic features. Two computerized instruments (a pragmatic listening judgment task and an oral discourse completion task) were administered to assess pragmatic development over time. The results showed that, regardless of practice modality (input-based and output-based), four instances of processing target pragmatic features were sufficient to enhance pragmatic performance accuracy, yet more than eight instances were needed for the development of performance speed.
Published online: 20 June 2013
Cited by other publications
Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay
Fakher Ajabshir, Zahra
Minh, Nguyen Thi Thuy, Do Thi Thanh Ha, Pham Thi Thanh Thuy & Nguyen Tuan Anh
Sykes, Julie M.
Yousefi, Marziyeh & Hossein Nassaji
Zaferanieh, Elaheh, Mansoor Tavakoli & Abbass Eslami Rasekh
This list is based on CrossRef data as of 21 december 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.