Home Chapter 11. Usage-based approach to teaching L2 pragmatics
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 11. Usage-based approach to teaching L2 pragmatics

  • Qiong Li and Naoko Taguchi
View more publications by John Benjamins Publishing Company
Search
L2 Pragmatics in Action
This chapter is in the book L2 Pragmatics in Action

Abstract

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.

Abstract

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.

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
https://doi.org/10.1075/lllt.58.11liq

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 13.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/lllt.58.11liq/html
Scroll to top button