Pragmatic lessons on compliments produce no statistically significant improvement in heritage learners' recognition of compliment strategies¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The heritage experimental group showed no significant pre-to-post gain (t(17)=0.54, p=0.59), and the post-test difference between heritage control and experimental groups was not significant (t(37)=0.82, p=0.42). → Bachelor 2019

Evidence¶

Bachelor 2019¶

Bachelor, J. W., & Barros García, M. J. (2019). A comparison of heritage learners and L2 learners of Spanish: A study on compliment sequences in the classroom. Journal of Foreign Language Education and Technology, 4(1). http://jflet.com/jflet/

q2 · i? · causal · r1

Paired t test comparing pre and post MCDCT scores of the heritage experimental group. The article reports no significant difference; no effect size accompanies this paired test.

"no significant difference was found in the heritage experimental group between the pre test scores (M=80.56, SD=12.59) and the post test scores (M=82.78, SD=16.02); t(17)=0.54, p=0.59."

Discussion¶

Related Claims¶

• Heritage learners of Spanish enter Spanish courses with high pragmatic competence in recognizing appropriate compliment strategies — related
• Pragmatic lessons on compliments produce statistically significant, very large gains in beginner L2 learners' recognition of compliment strategies — related