Perceptions of L1 and L2 Speakers on Task Difficulty of Pragmatic Tasks
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In L2 pragmatics, only a few studies have examined task complexity. Furthermore, the existing studies have predominantly focused on the cognitive dimension and have lacked consistent findings. González-Lloret and Ortega (2018) and Pallotti (2019) have thereby contended that socio-interactional features be incorporated into task design. Along this line, this study investigated perceptions of L1 and L2 speakers of English regarding the difficulty of four role-play tasks with differentiated degrees of (dis)preference and imposition. Participants included 33 L1 speakers and 63 Korean L2 speakers at intermediate-level (n = 32) and high-level (n = 31). Results showed that participants’ perceived difficulty matched the design intentions exclusively affected by request size, responsibility for the problem, and persuasion across complex versions of the tasks. Moreover, the linguistic consequences of such factors entailed challenges among L2 speakers. There were also various factors that emerged for task difficulty other than the manipulated task design features, underscoring the importance of participants’ explanatory comments in L2 pragmatics.
Abstract
In L2 pragmatics, only a few studies have examined task complexity. Furthermore, the existing studies have predominantly focused on the cognitive dimension and have lacked consistent findings. González-Lloret and Ortega (2018) and Pallotti (2019) have thereby contended that socio-interactional features be incorporated into task design. Along this line, this study investigated perceptions of L1 and L2 speakers of English regarding the difficulty of four role-play tasks with differentiated degrees of (dis)preference and imposition. Participants included 33 L1 speakers and 63 Korean L2 speakers at intermediate-level (n = 32) and high-level (n = 31). Results showed that participants’ perceived difficulty matched the design intentions exclusively affected by request size, responsibility for the problem, and persuasion across complex versions of the tasks. Moreover, the linguistic consequences of such factors entailed challenges among L2 speakers. There were also various factors that emerged for task difficulty other than the manipulated task design features, underscoring the importance of participants’ explanatory comments in L2 pragmatics.
참고문헌 (52)
- Abe, M., "Interactional competence in L2 text-chat interactions : First idea proffering in task openings", Journal of Pragmatics, 144, pp.1~14 (2019)
- Alcon-Soler, E., "Task-based approaches to teaching and assessing pragmatics", pp.55~81 (2018), John Benjamins
- Al-Gahtani, S., "Role-playing L2 requests : Head acts and sequential organization", Applied Linguistics, 33(1), pp.42~65 (2012)
- Al-Gahtani, S., "Preference structure in L2 Arabic requests", Intercultural Pragmatics, 11(4), pp.619~643 (2014)
- Bardovi-Harlig, K., "The effect of instruction on pragmatic routines in academic discussion", Language Teaching Research, 19(3), pp.324~350 (2015)
- Bardovi-Harlig, K., "The effect of instruction on pragmatic routines in academic discussion", Language Teaching Research, 19(3), pp.324~350 (2015)
- Bogdan, R., "Qualitative research for education: An introduction to theory and methods" (1992), Allyn and Bacon
- Brown, P., "Politeness: Some universals in language usage" (1987), Cambridge University Press
- Ekiert, M., "Task-based approaches to teaching and assessing pragmatics", pp.55~81 (2018), John Benjamins
- Evans, S., "Designing tasks for the business English classroom", ELT Journal, 67(3), pp.281~293 (2013)
- Félix-Brasdefer, J. C., "Pragmatic development in the Spanish as a FL classroom : A cross-sectional study of learner requests", Intercultural Pragmatics, 4(2), pp.253~286 (2007)
- Gilabert, R., "Second language interaction in diverse educational contexts", pp.45~69 (2013), John Benjamins
- Gilabert, R., "Task-based approaches to teaching and assessing pragmatics", pp.159~190 (2018), John Benjamins
- Gómez-Laich, M. P., "Task-based approaches to teaching and assessing pragmatics", pp.83~109 (2018), John Benjamins
- González-Lloret, M., "The Routledge handbook of second language acquisition and pragmatics", pp.338~352 (2020), Routledge
- González-Lloret, M., "Task-based approaches to teaching and assessing pragmatics", pp.192~209 (2018), John Benjamins
- Huh, S., "A task-based needs analysis for a business English course", Second Language Studies, 24(2), pp.1~64 (2006)
- Kasper, G., "Pragmatics and language learning", pp.281~314 (2006), University of Hawai’i Press
- Kasper, G., "The new handbook of second language acquisition", pp.259~284 (2009), Emerald
- Kim, Y., "Promoting task-based pragmatics instruction in EFL classroom contexts : The role of task complexity", Modern Language Journal, 99(4), pp.656~677 (2015)
- Kim, Y., "Learner-learner interaction during collaborative pragmatic tasks : The role of cognitive and pragmatic task demands", Foreign Language Annals, 49(1), pp.42~57 (2016)
- Kuiken F., "Task-based approaches to teaching and assessing pragmatics", pp.55~81 (2018), John Benjamins
- Lakoff, R., "Papers from the ninth regional meeting of the Chicago Linguistics Society", pp.292~305 (1973), Department of Linguistics, University of Chicago
- Lambert, C., "A task-based needs analysis : Putting principles into practice", Language Teaching Research, 14(1), pp.99~112 (2010)
- Lee, J., "Task complexity, cognitive load, and L1 speech", Applied Linguistics, 40(3), pp.506~539 (2019)
- Levkina, M., "Task-based approaches to teaching and assessing pragmatics", pp.138~157 (2018), John Benjamins
- Long, M. H., "Modeling and assessing second language development", pp.77~99 (1985), Multilingual Matters
- Long, M. H., "Second language acquisition and task-based language teaching" (2015), Wiley-Blackwell
- Martin, A., "Business Spanish in the real world : A task-based needs analysis", L2 Journal, 9(1), pp.39~61 (2017)
- Miller, R., "Valued voices : Students’ use of engagement in argumentative history writing", Linguistics and Education, 28, pp.107~120 (2014)
- Paas, F., "Measurement of cognitive load in instructional research", Perceptual and Motor Skills, 79(1), pp.419~430 (1994)
- Pallotti, G., "Assessing tasks : The case of interactional difficulty", Applied Linguistics, 40(1), pp.176~197 (2019)
- Pekarek Doehler, S., "L2 Interactional competence and development", pp.206~243 (2011), Short Run Press
- Pekarek Doehler, S., "Usage-based perspectives on second language learning", pp.233~268 (2015), Mouton de Gruyter
- Pomerantz, A., "Structures of social action: Studies in conversation analysis", pp.57~101 (1984), Cambridge University Press
- Regan, D., "Task-based approaches to teaching and assessing pragmatics", pp.55~81 (2018), John Benjamins
- Robinson, P., "Cognition and second language instruction", pp.287~318 (2001), Cambridge University Press
- Robinson, P., "Task complexity, task difficulty, and task production : Exploring interaction in a componential framework", Applied Linguistics, 22(1), pp.27~57 (2001)
- Robinson, P., "Researching task complexity: Task demands, task-based language learning and performance", pp.3~38 (2011), John Benjamins
- Roever, C., "The development of ESL proficiency and pragmatic performance", ELT Journal, 69(4), pp.395~404 (2015)
- Sasayama, S., "Validating the assumed relationship between task design, cognitive complexity, and second language task performance", doctor, pp.2015
- Sasayama, S., "Is a ‘complex’ task really complex? Validating the assumption of cognitive task complexity", The Modern Language Journal, 100(1), pp.231~254 (2016)
- Schegloff, E. A., "Sequence organization in interaction: A primer in conversation analysis" (2007), Cambridge University Press
- Serafini, E. J., "The utility of needs analysis for nondomain expert instructors in designing task-based Spanish for the professions curricula", Foreign Language Annals, 48(3), pp.447~472 (2015)
- Taguchi, N., "Task difficulty in oral speech act production", Applied Linguistics, 28(1), pp.113~135 (2007)
- Taguchi, N., "Pragmatics and language learning", pp.357~370 (2016), University of Hawaiʻi at Mānoa, National Foreign Language Resource Center
- Taguchi, N., "Second language pragmatics" (2017), Oxford University Press
- Taleghani-Nikazm, C., "L2 requests : Preference structure in talk-ininteraction", Multilingua, 29(2), pp.185~202 (2010)
- EFL teachers, "In conversation analysis and second language pedagogy:A guide for ESL", pp.2010, Wong, J.
- Youn, S. J., "Validating task-based assessment of L2 pragmatics in interaction using mixed methods", doctor, pp.2013
- Youn, S. J., "Task-based approaches to teaching and assessing pragmatics", pp.217~246 (2018), John Benjamins
- Youn, S. J., "Interactional features of L2 pragmatic interaction in role-play speaking assessment", TESOL Quarterly, 54(1), pp.201~233 (2020)