2014 Fiscal Year Final Research Report
Pragmatics instruction and its effects on young and adult learners of English
| Project/Area Number |
24520657
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Hosei University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Keywords | プラグマティックス指導 / 語用論的指導 / 教員養成 / 教師教育 / ストーリー・テリング / 小学校の英語教育 / 中間言語語用論 |
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| Outline of Final Research Achievements |
Pragmatic instruction for young learners using visual narratives showed enhanced pragmatic competence on the part of the younger learners aged 5-12. Examples of their pragmatic development included raised pragmatic awareness and improved use of the speech act of requests facilitated through story-telling and co-constructed dialogues. In addition, pragmatic development of adult learners was explored through qualitative longitudinal studies in which telecollaboration through blogging supported their pragmatic learning. The complex nature of the learners’ pragmatic development was relevealed, such as interconnetedness between the learners’ subjectivities and pragmatic awareness. Learners also cultivated a deeper understanding of genre-based pragmatic variation through collaborative dialogues and improved pragmatic L2 use in and outside of the classroom.
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| Free Research Field |
外国語教育
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