Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment
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Karina Collentine
Abstract
Virtual Environments (VE) can mimic the myriad dimensions that native speakers take into account in authentic social interactions and are one of the instructional conditions (e.g., methodological approaches, learning affordances) that can be used to promote pragmatic competence. The present study employs big-data techniques to provide a parsimonious and quantifiable model of affordance usage in VEs fostering L2 Spanish learners’ pragmatic abilities. We employ data-reduction analyses to synthesize tracking data that recorded learners’ use of software features within consciousness-raising and structured-input, both involving task-based language teaching (TBLT). The analysis suggests that three macro variables can significantly classify different learning conditions: (i) movement through the VE, (ii) type of interaction with affordances providing input, (iii) time on task.
Abstract
Virtual Environments (VE) can mimic the myriad dimensions that native speakers take into account in authentic social interactions and are one of the instructional conditions (e.g., methodological approaches, learning affordances) that can be used to promote pragmatic competence. The present study employs big-data techniques to provide a parsimonious and quantifiable model of affordance usage in VEs fostering L2 Spanish learners’ pragmatic abilities. We employ data-reduction analyses to synthesize tracking data that recorded learners’ use of software features within consciousness-raising and structured-input, both involving task-based language teaching (TBLT). The analysis suggests that three macro variables can significantly classify different learning conditions: (i) movement through the VE, (ii) type of interaction with affordances providing input, (iii) time on task.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- Introduction 1
-
Part 1. Regional variation
- Chapter 1. Discontinuous Plurality in Chilean Spanish 14
- Chapter 2. Person restrictions in non-canonical agreement patterns in Spanish 34
- Chapter 3. Exploring future-in-the-past variation in Seville and Caracas 58
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Part 2. Diachronic variation
- Chapter 4. Derived verbs and future-conditional stem regularization in written Spanish in synchrony and diachrony 82
- Chapter 5. The emergence of sound change in two varieties of Spanish 106
- Chapter 6. Real and apparent (time) changes in Yucatan Spanish 130
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Part 3. Learner profile variation
- Chapter 7. Civics, ideology, and Spanish in Kansas 154
- Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment 173
- Chapter 9. Individual differences do not affect trill variation by advanced learners of Spanish 196
- Chapter 10. L2 sociolinguistic perception of stylistic variation 225
- Index 249
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements ix
- Introduction 1
-
Part 1. Regional variation
- Chapter 1. Discontinuous Plurality in Chilean Spanish 14
- Chapter 2. Person restrictions in non-canonical agreement patterns in Spanish 34
- Chapter 3. Exploring future-in-the-past variation in Seville and Caracas 58
-
Part 2. Diachronic variation
- Chapter 4. Derived verbs and future-conditional stem regularization in written Spanish in synchrony and diachrony 82
- Chapter 5. The emergence of sound change in two varieties of Spanish 106
- Chapter 6. Real and apparent (time) changes in Yucatan Spanish 130
-
Part 3. Learner profile variation
- Chapter 7. Civics, ideology, and Spanish in Kansas 154
- Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment 173
- Chapter 9. Individual differences do not affect trill variation by advanced learners of Spanish 196
- Chapter 10. L2 sociolinguistic perception of stylistic variation 225
- Index 249
