Abstract
Swain’s Output Hypothesis proposes a facilitative effect for output on the acquisition of second language morphosyntax. In the context of classroom instruction, a number of studies and reviews suggest that explicit instruction in pragmatic elements promotes development. Other studies have offered less conclusive evidence of the effectiveness of various instructional options. The present classroom-based study examined the effectiveness of output-focused, video-based instruction for the development of second language intercultural pragmatic development among adult ESL learners representing different first language backgrounds in an intensive English program setting. The results suggest that the instructional treatment had a significant effect on a written pragmatic acceptability judgment task (PAJT). Results on a written discourse completion task (DCT) were mixed; no significant effects were identified, but a relatively large effect size was calculated for the output group.
Highlights
The acquisition of pragmatic competence in an additional language entails developing mastery over linguistic, social, and cultural elements
In order to address those factors at work in the L2 pragmatic development of English as a second language (ESL) students, the focus of the present classroom-based study was the effectiveness of a particular type of output-focused classroom instruction on L2 intercultural pragmatic development
The results of the Pragmatic Acceptability Judgment Task (PAJT) revealed that student participation in the outcome-focused, video-based instructional units had a significant effect on a written pragmatic acceptability judgment task (PAJT)
Summary
The acquisition of pragmatic competence in an additional language entails developing mastery over linguistic, social, and cultural elements. In order to acquire pragmatic competence, learners must develop in terms of both linguistic proficiency and sociocultural awareness, attaining a useful understanding of how language functions in social and cultural contexts (Kasper & Roever, 2005). It can be a challenge for learners to understand what is pragmatically acceptable in different cultural contexts such as the classroom (Barron, 2005; Davies and Tyler, 2005). In order to address those factors at work in the L2 pragmatic development of ESL students, the focus of the present classroom-based study was the effectiveness of a particular type of output-focused classroom instruction on L2 intercultural pragmatic development
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