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A real interlocutor in elicitation techniques: does it matter?

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Kanik M.

Research in Language

2016

vol. 14

issue 4

423-436

This study investigates whether adding a real interlocutor to elicitation techniques would result in requests that are different from those gathered through versions with a hypothetical interlocutor. For this purpose, a written method is chosen. One group of 40 students receive a written discourse completion task (DCT) with two situations that ask respondents to write emails on paper to an imaginary professor. This data is compared to earlier data collected from 27 students, where a group of students composed emails for the same situations and sent them electronically to their professor. Thus, while one group write emails to a hypothetical professor, the other group is provided with a real interlocutor. The data is analyzed for the inclusion of opening and closing moves, density, the level of directness and the choices of moves in the opening and closing sequences, as well as the choices of supportive moves. Results indicate significant differences in (the) level of directness, and the choices of moves in the opening and closing sequences. The other analyses do not show significant differences. The findings reveal that the addition of a real interlocutor does make a difference, albeit not a drastic one. The results have implications for the design of elicitation techniques that aim to simulate real life.

Second language pragmatic ability: Individual differences according to environment

75%

Wyner L., Cohen A. D.

Studies in Second Language Learning and Teaching

2015

vol. 5

issue 4

519-556

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

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1 Research in Language

1 Studies in Second Language Learning and Teaching

1 Cohen A. D.

1 Kanik M.

1 Wyner L.

1 2016

1 2015

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A real interlocutor in elicitation techniques: does it matter?

Second language pragmatic ability: Individual differences according to environment