Usage-based approach to teaching L2 pragmatics

Qiong Li; Naoko Taguchi

doi:10.1075/lllt.58.11liq

Usage-based approach to teaching L2 pragmatics

Qiong Li, Naoko Taguchi

English

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Adopting usage-based approaches, this study analysed second language L2 Chinese learners’ development of Chinese sentence final particles (SFPs) in two computer-mediated communication (CMC) conditions: CMC with and without instruction. The experimental condition provided opportunities to interact with native speakers via CMC and provided direct instruction on SFPs, while the control condition only offered opportunities to interact in CMC. Two L2 Chinese groups participated in the CMC with native speakers. This study examined whether the SFP use in the input coming from native speakers has any effect on L2 learners’ SFP output, and if so, how such effect compares between the two conditions. Results revealed a positive impact of SFP use in the experimental group but not in the control group.

Original language	English (US)
Title of host publication	Language Learning and Language Teaching
Editors	Alicia Martínez-Flor, Ariadna Sánchez-Hernández, Júlia Barón
Publisher	John Benjamins Publishing Company
Pages	267-292
Number of pages	26
DOIs	https://doi.org/10.1075/lllt.58.11liq
State	Published - 2023

Publication series

Name	Language Learning and Language Teaching
Volume	58

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Linguistics and Language

Access to Document

10.1075/lllt.58.11liq

Cite this

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abstract = "Adopting usage-based approaches, this study analysed second language L2 Chinese learners{\textquoteright} development of Chinese sentence final particles (SFPs) in two computer-mediated communication (CMC) conditions: CMC with and without instruction. The experimental condition provided opportunities to interact with native speakers via CMC and provided direct instruction on SFPs, while the control condition only offered opportunities to interact in CMC. Two L2 Chinese groups participated in the CMC with native speakers. This study examined whether the SFP use in the input coming from native speakers has any effect on L2 learners{\textquoteright} SFP output, and if so, how such effect compares between the two conditions. Results revealed a positive impact of SFP use in the experimental group but not in the control group.",

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Usage-based approach to teaching L2 pragmatics

Abstract

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ASJC Scopus subject areas

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