NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1151392
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1945-0222
EISSN: N/A
Creating a Social Context through Film: Teaching L2 Pragmatics as a Locally Situated Process
Abrams, Zsuzsanna
L2 Journal, v8 n3 p23-45 2016
Pragmatics is an underrepresented area in L2 instruction, in spite of disciplinary emphasis on communicative skills (de Pablos-Ortega, 2011; Eisenchlas, 2011). Films have been shown to be capable of mitigating this lack of pedagogically prepared materials (Abrams, 2014; Kambara, 2011; Fernández-Guerra, 2008; Grant & Starks, 2001; Washburn, 2001), and may provide scaffolding for teaching pragmatics as a dynamic, context-dependent phenomenon. In line with current research in pragmatics, wherein participants' motivations, communicative purpose, and social context play significant roles in communication (Boxer, 2002; Kecskés, 2006, 2012; LoCastro, 2011; Scollon & Wong-Scollon, 2003), the present study compares how authentic filmic materials--in contrast with textbook models--help participants develop pragmatic skills that reflect a locally contextualized, emergent view of interaction. Collaborative dialogues of thirty first-year learners of German at a U.S. university were analyzed using interactional sociolinguistics (Piazza, Bednarek, & Rossi, 2011; Tannen, 2005, 2006). Results indicate that film-based dialogues prompted more pragmatically nuanced interactions than did textbook tasks.
Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A