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Exploring the Potential of Explicit/Implicit Teaching through Plays for EFL Learners’ Pragmatic Development
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.15 No.4 (2018.12)바로가기
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- 페이지
- pp.1065-1082
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A344710
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5,200원
원문정보
초록
- 한국어
- The present study investigated the possible contribution of plays as a medium of instruction for pragmatic development through explicit and implicit instruction. To this end, 80 English-major university students formed four intact experimental groups: two literary and two nonliterary groups. One of the literary groups (Implicit Play) received typographically enhanced plays containing the speech acts of apology, request, and refusal, and the other (Explicit Play) received the same plus metapragmatic instruction on the speech acts. The medium of instruction for the nonliterary groups were dialogs containing the given functions; they were also given either enhanced input (Implicit Dialog) or input plus metapragmatic information (Explicit Dialog). All the groups took a written discourse completion test (WDCT) and a multiple-choice discourse completion test (MDCT) before and after instruction. Analysis of the groups’ performance on the WDCT pretest and posttest did not show an advantage for the literary medium, that is, there was no significant difference between literary and nonliterary groups. It was rather the mode of instruction that mattered most; explicit groups outperformed their implicit counterparts. As for the groups’ performance on the MDCT pre and posttest, analyses revealed that the groups had improved, but there was no significant difference among the groups as a result of the four teaching conditions, suggesting that pragmatic instruction regardless of the medium and mode of teaching can improve learners’ knowledge of speech acts.
목차
Abstract
Introduction
Literature Review
Teaching Pragmatics
Teaching Literature
The Present Study
Method
Participants
Instruments
Materials
Procedure
Data Analysis
Results
Pretest Analysis
Posttest Analysis: Results Considering Research Questions
Discussion
Conclusion
The Authors
References
Appendix
키워드
explicit implicit literature play pragmatic development저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.15 No.4
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