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ERIC Number: EJ1082984
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0965-8416
On the Development of Metapragmatic Awareness Abroad: Two Case Studies Exploring the Role of Expert-Mediation
Henery, Ashlie
Language Awareness, v24 n4 p316-331 2015
This paper examines the resulting qualitative transformation of two students' metapragmatic awareness following a semester abroad in southern France--one of whom had access to a concept-based pragmatics instruction programme (expert-mediation), while the other followed a standard semester programme. The larger study from which these cases are drawn was designed to address the many calls for pedagogical interventions to help students to engage in, interpret, and negotiate the complexities that surround them during study abroad. Through a thematic discourse analysis of pre- and post-programme language awareness interviews, both focal students exhibited development and growth in their metapragmatic awareness but each student's development was markedly different in nature. These case studies show that expert-mediation provided one learner with notably more systematic, reliable, and recontextualisable conceptual knowledge (in comparison to her non-expert-mediated counterpart) through which she could interpret the language use she encountered through everyday interactions abroad. Subsequent theoretical and pedagogical implications are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France