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Access Restriction
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Author Yang, Li
Source Directory of Open Access Journals (DOAJ)
Content type Text
Publisher eScholarship Publishing, University of California
File Format HTM / HTML
Date Created 2018-08-28
Copyright Year ©2017
Language English
Subject Domain (in LCC) LB5-3640 ♦ P1-1091
Subject Keyword Theory and practice of education ♦ Linguistics ♦ Education ♦ Language and Literature ♦ Philology
Abstract This study investigated whether the effects of pragmatics instruction delivered via a self-access website in a Chinese as a foreign language learning environment vary according to learners’ language proficiency. The website provided learners with explicit instruction in how to express gratitude appropriately in Chinese and offered them pragmatic consciousness-raising activities for practice. Two groups of learners who differed in Chinese proficiency received the instruction over five weeks. The results showed that all learners produced more appropriate expressions of gratitude and used more varied thanking strategies in the posttest, but higher-level learners benefited more from the instruction in both pragmatic awareness and production. In their reflective e-journals, learners reported the promising possibilities of using websites as a tool for teaching pragmatics in foreign language contexts.
ISSN 19450222
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2017-01-01
e-ISSN 19450222
Journal L2 Journal
Volume Number 9
Issue Number 1
Page Count 22
Starting Page 62
Ending Page 83


Source: Directory of Open Access Journals (DOAJ)