Chapter 8. Task motivation effects on L2 pragmatics
-
Satomi Takahashi
Abstract
Noticing target pragmatic features in the input does not necessarily lead to learning, as evidenced by Takahashi (2013, 2015). By focusing on aware learners, this study explored the extent to which Japanese English language learners’ task motivation affects their awareness of English bi-clausal request forms in implicit intervention and their subsequent learning outcomes. Data from the awareness tasks and learning assessment measures were analysed in the framework of provision (noticing + learning) versus non-provision (noticing only) learners. The results indicated that the target forms were most likely to be learned by those who maintained their mastery goals regarding the target forms and adequate motivational intensity throughout the multiple tasks.
Abstract
Noticing target pragmatic features in the input does not necessarily lead to learning, as evidenced by Takahashi (2013, 2015). By focusing on aware learners, this study explored the extent to which Japanese English language learners’ task motivation affects their awareness of English bi-clausal request forms in implicit intervention and their subsequent learning outcomes. Data from the awareness tasks and learning assessment measures were analysed in the framework of provision (noticing + learning) versus non-provision (noticing only) learners. The results indicated that the target forms were most likely to be learned by those who maintained their mastery goals regarding the target forms and adequate motivational intensity throughout the multiple tasks.
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
- Foreword xvii
-
Introduction
- Chapter 1. L2 pragmatics in action 3
-
Part I. Teachers
- Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
- Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
- Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
- Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
-
Part II. Learners
- Chapter 6. Proficiency effects on L2 pragmatics 145
- Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
- Chapter 8. Task motivation effects on L2 pragmatics 191
- Chapter 9. Language attitude effects on L2 pragmatics 215
-
Part III. Teaching-learning in action
- Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
- Chapter 11. Usage-based approach to teaching L2 pragmatics 267
- Chapter 12. A concept-based approach to teaching L2 pragmatics 293
- Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
- Index 341
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
- Foreword xvii
-
Introduction
- Chapter 1. L2 pragmatics in action 3
-
Part I. Teachers
- Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
- Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
- Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
- Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
-
Part II. Learners
- Chapter 6. Proficiency effects on L2 pragmatics 145
- Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
- Chapter 8. Task motivation effects on L2 pragmatics 191
- Chapter 9. Language attitude effects on L2 pragmatics 215
-
Part III. Teaching-learning in action
- Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
- Chapter 11. Usage-based approach to teaching L2 pragmatics 267
- Chapter 12. A concept-based approach to teaching L2 pragmatics 293
- Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
- Index 341
