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Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development

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Abstract

Within the field of second language acquisition (SLA), we have witnessed a rise in research on task-based language teaching (TBLT) and its effects on L2 development (Kim, 2015). However, few studies have examined how TBLT could facilitate the development of interlanguage pragmatics (Taguchi & Kim, 2015), an issue which this volume aims to address. Moreover, whether task modality (i.e., oral versus written tasks) mediates development has yet to be investigated. The current study with learners of Spanish focused on the effects of using pedagogical tasks and on the manipulation of task modality on learners’ L2 pragmatic competence through the production of Spanish requests and speech act modifications. Two intermediate classes (n = 25) of Spanish completed either an oral or written story completion task. Drawing on oral and written Discourse Completion Tests, we found that tasks positively impacted learners’ production of L2 requests. However, significant differences between modality groupings were not identified.

Abstract

Within the field of second language acquisition (SLA), we have witnessed a rise in research on task-based language teaching (TBLT) and its effects on L2 development (Kim, 2015). However, few studies have examined how TBLT could facilitate the development of interlanguage pragmatics (Taguchi & Kim, 2015), an issue which this volume aims to address. Moreover, whether task modality (i.e., oral versus written tasks) mediates development has yet to be investigated. The current study with learners of Spanish focused on the effects of using pedagogical tasks and on the manipulation of task modality on learners’ L2 pragmatic competence through the production of Spanish requests and speech act modifications. Two intermediate classes (n = 25) of Spanish completed either an oral or written story completion task. Drawing on oral and written Discourse Completion Tests, we found that tasks positively impacted learners’ production of L2 requests. However, significant differences between modality groupings were not identified.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement vii
  4. Series editors’ preface ix
  5. Chapter 1. Task-based approaches to teaching and assessing pragmatics 1
  6. Part I. Teaching pragmatics through tasks
  7. Chapter 2. Learning of Korean honorifics through collaborative tasks 27
  8. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators 55
  9. Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task 83
  10. Part II. Using tasks to elicit pragmatics language use
  11. Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development 113
  12. Chapter 6. Developing pragmatic competence through tasks in EFL contexts 137
  13. Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development 159
  14. Chapter 8. Pragmatics, tasks, and technology 191
  15. Part III. Task-based assessment of pragmatics
  16. Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction 217
  17. Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance 247
  18. Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach 265
  19. Chapter 12. Pragmatics in task-based language assessment 287
  20. Bio notes 305
  21. Index 311
Task-Based Approaches to Teaching and Assessing Pragmatics
This chapter is in the book Task-Based Approaches to Teaching and Assessing Pragmatics
https://doi.org/10.1075/tblt.10.05rea

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement vii
  4. Series editors’ preface ix
  5. Chapter 1. Task-based approaches to teaching and assessing pragmatics 1
  6. Part I. Teaching pragmatics through tasks
  7. Chapter 2. Learning of Korean honorifics through collaborative tasks 27
  8. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators 55
  9. Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task 83
  10. Part II. Using tasks to elicit pragmatics language use
  11. Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development 113
  12. Chapter 6. Developing pragmatic competence through tasks in EFL contexts 137
  13. Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development 159
  14. Chapter 8. Pragmatics, tasks, and technology 191
  15. Part III. Task-based assessment of pragmatics
  16. Chapter 9. Task design and validity evidence for assessment of L2 pragmatics in interaction 217
  17. Chapter 10. The effects of task type and L2 proficiency on discourse appropriacy in oral task performance 247
  18. Chapter 11. Assessing functional adequacy of L2 performance in a task-based approach 265
  19. Chapter 12. Pragmatics in task-based language assessment 287
  20. Bio notes 305
  21. Index 311
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