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ERIC Number: EJ1035949
Record Type: Journal
Publication Date: 2014-Sep
Pages: 30
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0023-8333
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
van Compernolle, Rémi A.; Henery, Ashlie
Language Learning, v64 n3 p549-578 Sep 2014
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., "tu" versus "vous") as revealed through language awareness questionnaires, appropriateness judgment tasks, and computer-mediated strategic interaction scenario performances. Following this three-tiered approach to analysis, our findings show that learners developed a deeper and more systematic understanding of "tu" and "vous," that they were able to apply the concepts in planning language use, and that their use of "tu" and "vous" became more sensitive to maintaining symmetrical social relationships.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A