Chapter 4
Integrating instructed second language research, pragmatics, and corpus-based instruction
This paper discusses the issues raised by implementing instruction in language classrooms for the purpose of researching the effects of instruction on second language acquisition. We examine the process of developing and implementing novel corpus-based instruction for the teaching of pragmatic routines in a study that compared the use of teacher-developed corpus-based materials to guided, hands-on corpus searches by learners (Bardovi-Harlig, Mossman, & Su, 2017). We use this study as the impetus for reflection on the experimenters’ role in materials and activities development and the difference between experimental instruction and classroom teaching. We further discuss the role of learner proficiency levels and grammatical and lexical development in response to instruction, teacher collaboration, and generalizability to other contexts.
Article outline
- Introduction
- Background
- Authentic materials in pragmatics
- Research – teaching trajectory
- The study: Comparing corpus materials and corpus searches
- Instruction
- Pretest-posttest
- Questionnaire
- Participants
- Analysis
- Results
- Production data
- Independent searches
- Discussion
- CS and CM comparisons revisited
- Learning, teaching, and testing clarifications
- Self-clarification
- Other-clarification
- Syntax and lexicon as variables in pragmatic development
- Integrating research and teaching
- Experimentalizing instruction
- Materials and activities development
- Participant availability
- Experimental control
- Teacher collaboration
- Generalizability to other contexts
- Concluding reflections
-
Acknowledgments
-
Notes
-
References
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