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L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 267–292

Chapter 11
Usage-based approach to teaching L2 pragmatics

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| Northern Arizona University

Adopting usage-based approaches, this study analysed second language L2 Chinese learners’ development of Chinese sentence final particles (SFPs) in two computer-mediated communication (CMC) conditions: CMC with and without instruction. The experimental condition provided opportunities to interact with native speakers via CMC and provided direct instruction on SFPs, while the control condition only offered opportunities to interact in CMC. Two L2 Chinese groups participated in the CMC with native speakers. This study examined whether the SFP use in the input coming from native speakers has any effect on L2 learners’ SFP output, and if so, how such effect compares between the two conditions. Results revealed a positive impact of SFP use in the experimental group but not in the control group.

Article outline
  • 1.Introduction
  • 2.Theoretical background
    • 2.1CMC for pragmatics learning
    • 2.2Usage-based approaches to L2 learning
    • 2.3Properties of constructions: Effects of prototypicality on L2 learning
    • 2.4Chinese sentence final particles
    • 2.5The present study
  • 3.Methods
    • 3.1Participants
    • 3.2Data collection procedures
    • 3.3CMC-based data-driven instruction
    • 3.4Data analysis procedures
  • 4.Results
  • 5.Discussion
  • 6.Conclusions
  • 7.Pedagogical implications
  • 8.Limitations
  • 9.Future directions
  • References
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.11liq
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