Both CI and SI groups significantly outperformed the control group on recognizing English request hedges, with no significant difference between the two treatments¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 On the acceptability judgment test, the CI and SI groups performed significantly better than the control group on the post-test and delayed post-test. → Takimoto 2014 q3 i? There were no statistically significant differences between the CI and SI groups on the AJT post-test and delayed post-test. → Takimoto 2014

Evidence¶

Takimoto 2014¶

Takimoto, M. (2014). Evaluating the Effects of Input-based Approaches to the Teaching of Pragmalinguistics and Sociopragmatics in Second Language Pragmatics: A Case of English Request Hedges. The IAFOR Journal of Language Learning, I(I). https://iafor.org/journal-of-language-learning

q3 · i2 · causal · r1

Post-hoc Scheffé contrasts from a two-way repeated-measures ANOVA on acceptability judgment test scores (45 learners). The article reports a significant main effect for instruction, F (2, 42) = 6.78, p = .003, with printed effect size Eta2 = .244, and a significant instruction-by-time interaction, F (4, 42) = 7.12, p = .000, Eta2 = .253.

"the pragmalinguistics- and sociopragmatics-focused (CI) and the sociopragmatics-focused instruction (SI) groups performed significantly better than the control group on the post-test and delayed post-test test; (b) there were no statistically significant differences between the pragmalinguistics- and sociopragmatics-focused instruction (CI) and the sociopragmatics-focused instruction (SI) groups on the post-test and the delayed post-test."

Discussion¶

Related Claims¶

• Both treatment groups made significant pre-test to post-test gains on the acceptability judgment test, and the gains were maintained at delayed post-test — possibly the same claim (merge candidate)
• Combined pragmalinguistics- and sociopragmatics-focused input-based instruction (CI) produced significantly better written production of English request hedges than sociopragmatics-focused instruction alone (SI) and a control group — related
• From post-test to delayed post-test the CI group showed further DCT gains while the SI group showed losses — related