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有时我喜欢安静,有时我喜欢热闹。 有时我喜欢加入人群,有时我喜欢远离他们,独自呆着。 冬天我渴望阳光,夏天我盼望下雪。 春去秋来,不变的是我的学术信仰、志向和兴趣。一直思考着:什么是语用?为什么要研究语用?怎样研究语用?研究语用需要具备哪些素质?谁在研究语用?语用研究的走势如何?存在哪些问题?等等。 我深信“宁静”方可“致远”的道理,努力走向这种境界。 求学、求真的路上,深深领悟到过程决定结果,过程大于结果,远远大于结果。

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Learner–Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands   

2016-05-13 05:32:47|  分类: 默认分类 |  标签: |举报 |字号 订阅

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Learner–Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands YouJin Kim1 andNaoko Taguchi2 Article first published online: 10 MAR 2016 DOI: 10.1111/flan.12180 ? 2016 by American Council on the Teaching of Foreign Languages Issue Foreign Language Annals Volume 49, Issue 1, pages 42–57, Spring 2016 Additional Information(Show All) How to CiteAuthor InformationPublication History YouJin Kim (PhD, Northern Arizona University) is Associate Professor of Applied Linguistics, Georgia State University, Atlanta. Naoko Taguchi (PhD, Northern Arizona University) is Associate Professor of Japanese and Second Language Acquisition, Carnegie Mellon University, Pittsburgh, PA. SEARCH Search Scope Search String Advanced >Saved Searches > ARTICLE TOOLS Get PDF (170K) Save to My Profile E-mail Link to this Article Export Citation for this Article Get Citation Alerts Request Permissions Share| Abstract Article References Cited By View Full Article (HTML) Enhanced Article (HTML) Get PDF (170K) Keywords: collaborative tasks;L2 pragmatic instruction;task complexity Abstract Previous task complexity studies have suggested that learners produce more negotiation of meaning opportunities during complex tasks than simple tasks (Robinson, 2011). The present study builds on the existing task complexity literature by examining the impact of task complexity and pragmatic situational demands on the number of learning opportunities for request-making expressions. Forty-nine Korean junior high school learners of English as a foreign language were randomly assigned to participate in either simple- or complex- collaborative pair writing tasks, which included different levels of pragmatic situational demands. The interactions were transcribed and analyzed for the frequency of pragmatic related episodes (PREs; Kim & Taguchi, 2015) as well as the number of turns within each PRE. The results showed that task complexity played an important role in facilitating PREs by targeting sociopragmatic factors and not pragmalinguistic forms, regardless of the level of pragmatic task demands. Results are discussed in light of promoting interaction-driven learning opportunities for pragmatics using collaborative tasks. View Full Article (HTML) Enhanced Article (HTML) Get PDF (170K) More content like this Find more content: like this article Find more content written by: YouJin KimNaoko TaguchiAll Authors
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