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<br /></br><hr /><b>Tesis doctoral: </b><br />Langer, Bradley. 2011.
The Effects of Pragmatic Instruction in the Spanish Language
Classroom. University of California at Davis (Estados Unidos),
Department of Spanish.<br /><b>Información de:</b> Bradley Langer
<bdlanger@gmail.com><br /><hr /><p><a
href="http://infoling.org/english/search/tesis/ID/46"
target="_blank">View with English headings</a></p><hr /><br
/><b>Director/a de tesis: </b>Robert Blake <br /><br
/><b>Descripción</b><br /><p>Teaching L2 pragmatics is often ignored
in the traditional language classroom regardless of learner level.
This study examines the benefits of explicit instruction of four
speech acts for beginning, intermediate, and advanced L2 learners of
Spanish. The participants took a pre-test and post-test to measure the
pragmatic gains over the course of an academic quarter, while the
experimental groups from each level received specific lessons in
pragmatic use of Spanish and the control group received no extra
treatment during their courses. The treatment consisted of four online
lessons demonstrating common uses of requests, invitations, refusals
and apologies in Spanish. The results show that the students improved
with the treatment much more than the control group with regards to
pragmatic competence. Furthermore, the intermediate level showed the
most improvement, suggesting that this is the optimal level for
pragmatic development because learners at this level are the most
receptive to the acquisition of speech acts. This investigation shows
that the explicit teaching of requests, invitations, refusals, and
apologies is effective and should be addressed in the Spanish language
classroom at all levels, especially at the intermediate level.</p><br
/><b>Área temática:</b> Español como lengua extranjera (ELE),
Español como segunda lengua (EL2), Pragmática, Semántica<br /><br
/><b>Índice</b><br /><p>Chapter 1: Introduction<br
/>1.0 Background<br />1.1 Hypotheses<br />1.2 Approach <br />1.3
Scope<br />1.4 Organization<br /><br />Chapter 2: Literature
Review<br />2.0 Introduction<br />2.1 Sociocultural Theory<br
/>2.2 Politeness Theory<br />2.3 Interlanguage Pragmatics<br
/>2.4 Interlanguage Pragmatics in Spanish<br />2.5 Explicit
Instruction<br />2.6 Conclusion<br /><br />Chapter 3: Methods<br
/>3.0 Introduction<br />3.1 The Instrument<br />3.1.1 Pilot Testing of
the Instrument<br />3.1.2 The Questionnaire<br />3.2 Treatment<br
/>3.3 Participants<br />3.4 Data Analysis<br />3.5 Conclusion<br /><br
/>Chapter 4: Results<br />4.0 Introduction<br />4.1 Pre-test
Results<br />4.2 Post-test Results<br />4.3 Results of Specific Test
Questions<br />4.3.1 Requests and Invitations<br />4.3.2 Refusals and
Apologies<br />4.4 Conclusion<br /><br />Chapter 5: Discussion and
Conclusion<br />5.0 Introduction<br />5.1 Research Question #1<br
/>5.2 Research Question #2<br />5.3 Research Question #3<br
/>5.4 Conclusions<br /><br />Appendix I. Questionnaire And DCT <br
/>Appendix II. Online Pragmatic Lessons<br />Appendix III. Complete
Tables of Results<br />Bibliography</p><br /><b>Fecha de lectura o
defensa:</b> 24 de mayo de 2011<br /><br /><b>Número de págs.:</b>
124<br /><br /><b>Cómo obtener la tesis:</b> Contatar con el autor<br
/><br /><b>Correo-e del autor/a:</b> <bdlanger@gmail.com><br
/><br /><b>Información en la web de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/T46.html" target="_blank">
http://www.infoling.org/informacion/T46.html</a></body></html>