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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 36:2 (2023) ► pp.467–498

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Exploring the effects of audiovisual material and age in pragmatic learning

ORCiD logo with link | Universitat de Barcelona
ORCiD logo with link | Universitat de Barcelona
Published online: 25 May 2023
DOI logo with link
https://doi.org/10.1075/resla.20063.bar
Abstract
The present study aims at analyzing the effects of pragmatic instruction through captioned audiovisual input on pragmatic performance by learners of different ages. The participants were 40 intermediate English as a Foreign Language (EFL) learners, 20 children and 20 adults, who were distributed into intervention and control groups. All participants received pragmatic-focused instruction (on greetings and requests), and were engaged in class discussions to raise pragmatic awareness. In the intervention group, pragmatic instruction was supported by captioned audiovisual material, whereas in the control group no audiovisual material was used to support pragmatic instruction. To examine pragmatic performance, an Oral Discourse Completion Test (ODCT) was administered at the beginning and at the end of the treatment period. Moreover, classroom observations were carried out during class discussions. The findings suggest a benefit of captioned audiovisual input on pragmatic performance when teaching pragmatics in the EFL classroom as well as differences in terms of pragmatic performance between child and adult learners.
Resumen
Explorando los efectos del material audiovisual y la edad en el aprendizaje de la pragmática
El presente estudio tiene como objetivo analizar los efectos de la instrucción pragmática mediante el uso de material audiovisual subtitulado sobre la producción pragmática de estudiantes de diferentes edades. Los participantes fueron 40 estudiantes con un nivel intermedio de inglés como lengua extranjera (EFL), 20 niños y 20 adultos que se distribuyeron en grupos de intervención y control. Todos los participantes recibieron instrucción pragmática (en saludos y en el acto de habla de pedir permiso) y participaron en discusiones en clase para aumentar la conciencia pragmática. En el grupo de intervención, la instrucción pragmática fue complementada por material audiovisual subtitulado, mientras que en el grupo de control no se utilizó dicho material. Para examinar la producción pragmática, se administró una prueba oral (Oral Discourse Completion Test) al principio y al final del período de instrucción. Además, se llevaron a cabo observaciones en el aula durante las discusiones en clase. Los hallazgos sugieren un beneficio del input audiovisual subtitulado sobre la producción pragmática cuando se enseña en el aula de inglés como lengua extranjera, así como también diferencias entre niños y adultos.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Age and pragmatic learning
    • 2.2Pragmatics in foreign language classrooms
    • 2.3The role of input in L2 pragmatics
  • 3.Method
    • 3.1Participants
    • 3.2Study design
      • 3.2.1Pedagogical intervention
      • 3.2.2Audiovisual captioned material
      • 3.2.3Instruments
    • 3.3Data analysis and measures
  • 4.Results
    • 4.1Comparisons across intervention and control groups at pre- and post-test
    • 4.2Comparisons within age groups from pre- to post-test
      • 4.2.1Children’s performance in pre- and post-test
      • 4.2.2Analysis of children’s productions
      • 4.2.3Adults’ performance in pre- and post-tests
      • 4.2.4Analysis of adults’ productions
    • 4.3Classroom observations and discussions
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgements
  • References
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