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Teaching the Pragmatics of Russian Conversation Using a Corpus-Referred Website

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Title: Teaching the Pragmatics of Russian Conversation Using a Corpus-Referred Website
Language: English
Authors: Furniss, Eddie A.
Source: Language Learning & Technology. Jun 2016 20(2):38-60.
Availability: University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Peer Reviewed: Y
Page Count: 23
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Pragmatics, Russian, Second Language Learning, Second Language Instruction, Consciousness Raising, Computational Linguistics, Pretests Posttests, Web Sites, Oral Language, Language Proficiency, Questionnaires, Listening Comprehension, Teaching Methods, Computer Assisted Instruction, Native Language, Auditory Perception, Language Tests, Control Groups, Experimental Groups, Feedback (Response), English, Student Attitudes
ISSN: 1094-3501
Abstract: Pragmatic competence is essential for oral fluency and listening comprehension, allowing speakers to use and interpret language appropriately in varied contexts. The use of technological applications for teaching pragmatics is on the rise (Taguchi & Sykes, 2013), in part because they are well-suited to the types of awareness-raising tasks which support Schmidt's (1993; 2001) noticing hypothesis. However, the effectiveness of computer-assisted language learning (CALL) applications in the teaching of routine formulas--phrases with pragmatic functions--has yet to be examined. This paper reports on the impact of an awareness-raising, corpus-referred instructional website on L1 English learners' acquisition of nine Russian routine formulas. Intermediate and advanced learners of Russian were recruited and assigned to either the experimental (n = 18) or control (n = 16) group. All participants completed an oral proficiency assessment, a background questionnaire, and a pre-test, post-test (two weeks after the pre-test) and delayed post-test (four weeks after the post-test) that assessed comprehension, use, and aural recognition of the routine formulas. Experimental group participants completed the web-based modules and responded to a feedback form. Results indicate that the intervention had a durable effect on learners' awareness of the targeted routine formulas and lowered aural recognition of nonce formulas.
Abstractor: As Provided
Number of References: 47
Entry Date: 2016
Access URL: https://llt.msu.edu/issues/june2016/furniss.pdf
Accession Number: EJ1103540
Database: ERIC
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  Data: University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
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  Data: Pragmatic competence is essential for oral fluency and listening comprehension, allowing speakers to use and interpret language appropriately in varied contexts. The use of technological applications for teaching pragmatics is on the rise (Taguchi & Sykes, 2013), in part because they are well-suited to the types of awareness-raising tasks which support Schmidt's (1993; 2001) noticing hypothesis. However, the effectiveness of computer-assisted language learning (CALL) applications in the teaching of routine formulas--phrases with pragmatic functions--has yet to be examined. This paper reports on the impact of an awareness-raising, corpus-referred instructional website on L1 English learners' acquisition of nine Russian routine formulas. Intermediate and advanced learners of Russian were recruited and assigned to either the experimental (n = 18) or control (n = 16) group. All participants completed an oral proficiency assessment, a background questionnaire, and a pre-test, post-test (two weeks after the pre-test) and delayed post-test (four weeks after the post-test) that assessed comprehension, use, and aural recognition of the routine formulas. Experimental group participants completed the web-based modules and responded to a feedback form. Results indicate that the intervention had a durable effect on learners' awareness of the targeted routine formulas and lowered aural recognition of nonce formulas.
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      – Text: English
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        PageCount: 23
        StartPage: 38
    Subjects:
      – SubjectFull: Pragmatics
        Type: general
      – SubjectFull: Russian
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Consciousness Raising
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      – SubjectFull: Computational Linguistics
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Web Sites
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      – SubjectFull: Oral Language
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Questionnaires
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      – SubjectFull: Listening Comprehension
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Auditory Perception
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      – SubjectFull: Language Tests
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      – SubjectFull: Control Groups
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: English
        Type: general
      – SubjectFull: Student Attitudes
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      – TitleFull: Teaching the Pragmatics of Russian Conversation Using a Corpus-Referred Website
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