Learning with a purpose: Acquisition of compliments and compliment responses by beginning learners of Spanish in synchronous online exchanges

Abstract

This research examines the effect of explicit pragmatic instruction and student's perceptions of guided reflections on the acquisition of compliments and compliment responses (CRs) in beginning learners of Spanish. It adopts a pragmatic consciousness-raising approach and a four-step lesson plan for teaching compliments and CRs in the language classroom. Unlike many studies in interlanguage pragmatics conducted in classrooms or laboratory settings at the intermediate and advanced level, this study examines the acquisition and use (or lack thereof) of compliments and CR's though synchronous online face-to-face conversations of L2 learners with L1 speakers of Spanish. It analyzes change overtime with the same learners using a pretest-posttest design. A quantitative analysis indicated statistically significant differences in the production of compliments, yet no significant differences were observed in the production of CR's. The qualitative analysis of the guided reflections highlighted a need for more in-class practice with compliments and CR's. Students' responses suggest that reflections can help raise awareness of the use (or lack thereof) of these speech acts. This study contributes to L2 pragmatics and to our understanding of L2 acquisition developmental stages.