TITLE

Teaching Requests to L2 Learners of Spanish

AUTHOR(S)
Langer, Bradley D.
PUB. DATE
November 2013
SOURCE
Journal of Language Teaching & Research;Nov2013, Vol. 4 Issue 6, p1147
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
In many language classrooms, the teaching of pragmatic forms is often ignored at all learner levels. This paper – part of a larger study that encompassed four speech acts – examines the benefits of explicit instruction of requests for beginning, intermediate, and advanced L2 learners of Spanish. The participants took a pre-test and post-test to measure the pragmatic gains over the course of an academic quarter, while the experimental groups from each level received specific lessons in pragmatic use of Spanish and the control group received no extra treatment during their courses. While the treatment consisted of provided online lessons on the common uses of four speech acts in Spanish, this paper focuses on the formulation of requests. The results show that the students that received the treatment had higher scores on the Dialogue Completion Test than the control group. Furthermore, the intermediate level showed the most improvement, suggesting that this is the optimal level for pragmatic development because learners at this level are the most receptive to the acquisition of requests. This investigation shows that the explicit teaching of requests is effective and should be addressed in the Spanish language classroom at all levels, especially at the intermediate level.
ACCESSION #
91888408

 

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