Learners reflected positively on pragmatic routine instruction, and most wanted more routines taught¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All participants reported the treatment was useful, and most (N=60) wrote that the phrases taught were not enough and they wanted to continue learning. → Üstünbaş 2017 q2 i? Metaphor analysis showed predominantly positive metaphors, with high inter-rater agreement (K=0.8). → Üstünbaş 2017 (2)

Evidence¶

Üstünbaş 2017¶

Üstünbaş, Ü. (2017). Language Learners' Feelings about Pragmatics in Action. Novitas-ROYAL (Research on Youth and Language), 11(2), 155-168. https://dergipark.org.tr/en/pub/novitasroyal

q2 · i? · causal · r1

Written reflections collected at the end of the five-week treatment via questions on usefulness, sufficiency, method, and problems. "Most of the participants (N=60) wrote that the phrases were not enough as they wanted to learn more."

"all participants reported that the treatment session was useful since they had learned new vocabulary and improved their English. They also explained that the phrases were beneficial as they provided fluency while saving time."

Üstünbaş 2017 (2)¶

Üstünbaş, Ü. (2017). Language Learners' Feelings about Pragmatics in Action. Novitas-ROYAL (Research on Youth and Language), 11(2), 155-168. https://dergipark.org.tr/en/pub/novitasroyal

q2 · i? · causal · r1

Two researchers coded participants' metaphors into positive and negative categories; Table 3 lists metaphors such as a car, pharmacy, first aid kit, and a life buoy, with the article concluding "the participants' reflections are positive."

"As a result of the Cohen's kappa analyses, it emerged that the level of inter-rater agreement was high (K= 0.8, p< 0.1)"

Discussion¶

Related Claims¶

• Pragmatic routine instruction showed no effect on learners' spoken production three weeks into treatment — related
• Treatment groups also significantly outperformed controls on categorizing pragmatic routines by function, with a medium effect size — related
• Five weeks of instruction in pragmatic routines significantly improved EFL learners' pragmatic competence relative to a control group — related
• EFL learners rank speaking as the skill most urgently needing improvement, with pragmatic routines the top speaking sub-skill — related
• Explicit teaching of pragmatic routines was more effective than implicit teaching, with implicit-group scores decreasing from pre- to post-test — related