Description

• Title:
  Teaching L2 pragmatics: The effects of different types of task implementation vs a PPP framework
• Creator:
  Róg, Tomasz
• Description:
  The present study investigates the effect of different types of task implementation on teaching L2 interactional sequences. 81 EFL learners were randomly assigned to one control and two experimental groups. In the first The present study investigates the effect of different types of task implementation on teaching L2 interactional sequences. 81 EFL learners were randomly assigned to one of three experimental groups. In the first experimental group (T1-EG, n = 27), implicit instruction appeared during the pre-task phase, while the post-task phase included an explicit focus on forms. The second group (T2-EG, n = 32) received implicit instruction in the target structures and a reactive focus on form during task performance. The third group (PPP-EG, n = 27) followed a presentation – practice – production (PPP) lesson framework. Groups’ pragmatic production was measured using written discourse completion tasks. Results showed that in the current study, all three groups reported gains, yet the implicit-explicit condition (T1-EG) appeared to be more beneficial for teaching the interactional sequences than the implicit-only (T2-EG) or the PPP (PPP-EG) framework.;
  The present study investigates the effect of different types of task implementation on teaching L2 interactional sequences. 81 EFL learners were randomly assigned to one of three experimental groups. In the first experimental group (T1-EG, n = 27), implicit instruction appeared during the pre-task phase, while the post-task phase included an explicit focus on forms. The second group (T2-EG, n = 32) received implicit instruction in the target structures and a reactive focus on form during task performance. The third group (PPP-EG, n = 27) followed a presentation – practice – production (PPP) lesson framework. Groups’ pragmatic production was measured using written discourse completion tasks. Results showed that in the current study, all three groups reported gains, yet the implicit-explicit condition (T1-EG) appeared to be more beneficial for teaching the interactional sequences than the implicit-only (T2-EG) or the PPP (PPP-EG) framework.
• Object availability:
  free access
• Rights:
  Prawa autorskie (c) 2024 Tomasz Róg;
  https://creativecommons.org/licenses/by-nd/4.0
• Date:
  2024.06.26
• Type:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion
• Language:
  English
• Source:
  Neofilolog; Nr. 62/2 (2024): Nauczanie języków obcych w złożonej i dynamicznej rzeczywistości; 502-520;
  Neofilolog; No. 62/2 (2024): Teaching foreign languages in the complex and dynamic reality; 502-520;
  Neofilolog; No. 62/2 (2024): Nauczanie języków obcych w złożonej i dynamicznej rzeczywistości; 502-520;
  Neofilolog; No 62/2 (2024): Nauczanie języków obcych w złożonej i dynamicznej rzeczywistości; 502-520;
  Neofilolog; Nr 62/2 (2024): Nauczanie języków obcych w złożonej i dynamicznej rzeczywistości; 502-520;
  2545-3971;
  1429-2173
• Format:
  application/pdf
• Publisher:
  Adam Mickiewicz University Poznan
• Relation: http://pressto.amu.edu.pl/index.php/n/article/view/39968/36164
• Subject:
  zadania;
  podejście zadaniowe;;
  podejście wsparte zadaniami;
  nauczanie pragmatyki;
  sekwencje interakcyjne;
  tasks;
  task-based language teaching;
  (foreign language) teacher training;
  interactional sequences
• Identifier: http://pressto.amu.edu.pl/index.php/n/article/view/39968
• Data provider:
  Platforma Otwartych Czasopism Naukowych UAM
• Can I use it?:
  seek permission
• Type:
  text