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ERIC Number: EJ1094907
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0026-7902
Teaching L2 Spanish Sociopragmatics through Concepts: A Classroom-Based Study
van Compernolle, Rémi A.; Gomez-Laich, Maria Pia; Weber, Ashley
Modern Language Journal, v100 n1 p341-361 Spr 2016
This study explores the teaching of second language (L2) Spanish sociopragmatics through concept-based pragmatics instruction (van Compernolle, 2014). The concepts of self-presentation, social distance, and power were the focus of a pedagogical enrichment program in 2 sections of a beginning-level Spanish class at a northeastern U.S. university. The concepts were illustrated by the Spanish second person pronoun system (i.e., "tú" vs. "usted"). The analysis centers on preenrichment and postenrichment performances on 3 tasks: (a) a language awareness survey, (b) an appropriateness judgment task, and (c) a written discourse completion task. Results show positive gains in conceptual sociopragmatic knowledge and the ability to apply this knowledge when making pragmalinguistic choices. However, morphosyntactic accuracy in performance appears to lag behind conceptual knowledge.
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: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: 84229|P229A140026