Abstract
Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
Publisher
Foundation for the Promotion and Accreditation of Economic Education
Reference51 articles.
1. Al Khalil, M. K. (2011). Second language motivation: Its relationship to noticing, affect, and production in task-based interaction (Unpublished doctoral dissertation). Georgetown University.
2. Allami, H., & Naeimi, A. (2011). A cross-linguistic study of refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics, 43(1), 385-406. https://doi.org/10.1016/j.pragma.2010.07.010
3. Bachelor, J. W. (2016). La interdependencia pragmático gramatical en el aprendizaje de espanol como lengua extranjera (ELE) [Interdependence of pragmatics and grammar in the learning of Spanish as a foreign language]. Lenguaje, 44(2), 147-175. https://doi.org/10.25100/lenguaje.v44i2.4619
4. Bachelor, J. W. (2020). Assessing L2 pragmatic proficiency using a live chat platform: A study on compliment sequences. The Language Learning Journal. https://doi.org/10.1080/09571736.2019.1709887
5. Bellevue School District. (2015). NCSSFL interculturality can-do statements. https://bsd405.org/api/wp-content/uploads/sites/32/2015/10/Intercultural-Can-Do-Statements.pdf?x49552
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献