Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62, 403-438.
摘要:This study examined the effects of input-based practice on developing accurate and speedy requests in second-language Chinese. Thirty learners from intermediate-level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese request-making forms via computerized structured input activities over 2 consecutive days. During this time, the IT group practiced using the request-making forms twice as much as the RT group. The control group did not practice. The results show that the input-based practice was effective in promoting accuracy in an Oral Discourse Completion Task and in enhancing speed in a Pragmatic Listening Judgment Task. No other effects of practice were observed. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, Chinese, Second Language Learning, Pragmatics, Second Language Instruction, Language Teaching Methods, Speech Acts, Educational Activities