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https://doi.org/10.21256/zhaw-23942| Publication type: | Article in scientific journal |
| Type of review: | Peer review (publication) |
| Title: | Classroom learning of English L2 requests : input and interactional opportunities in French secondary schools |
| Authors: | Siddiqa, Aisha Whyte, Shona |
| et. al: | No |
| DOI: | 10.1177/13621688211064932 10.21256/zhaw-23942 |
| Published in: | Language Teaching Research |
| Issue Date: | 2021 |
| Publisher / Ed. Institution: | Sage |
| ISSN: | 1362-1688 1477-0954 |
| Language: | English |
| Subjects: | English as a foreign language; France; Instructional pragmatics; Interlanguage pragmatics; L2 request; Language education; Textbook |
| Subject (DDC): | 418.0071: Language teaching 420: English |
| Abstract: | With today’s strong focus on communicative competence in second language (L2) classrooms, speech acts like suggestions, requests, refusals, and apologies are often investigated in interlanguage pragmatic (ILP) as well as instructional pragmatics. Even though there is strong evidence in ILP research that purports that L2 learners respond well to pragmatic instruction (Taguchi, 2015), the teaching of L2 pragmatics is not always prioritized in textbooks, teaching programmes or teacher education (Barron, 2016; Savvidou & Economidou-Kogetsidis, 2019) with the consequence that pragmatic learning can only occur incidentally. The present study examines opportunities to acquire L2 requests for 308 English as a foreign language (EFL) learners across 7 years of instruction in French secondary schools, investigating textbooks preferred by teachers, classroom interaction (39 hours), and teacher perspectives (semi-structured interviews with 10 teachers). After a pragmatic analysis of 15 EFL textbooks with a focus on requests, the study examines the incidence of metapragmatic input in 39 hours of teaching in 13 classes at 3 levels, and relates interactional patterns with interview data from the 10 teachers concerned. Findings suggest limited pragmatic input in both textbooks and classroom interaction. By comparing the profiles of teachers who encouraged L2 requests with those who did not, the study offers new explanations for L2 learners’ limited pragmatic development which also broadly corroborate previous findings of somewhat limited potential for L2 pragmatic development in obligatory school contexts. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/23942 |
| Fulltext version: | Published version |
| License (according to publishing contract): | CC BY-NC 4.0: Attribution - Non commercial 4.0 International |
| Departement: | Applied Linguistics |
| Organisational Unit: | Institute of Language Competence (ILC) |
| Appears in collections: | Publikationen Angewandte Linguistik |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| 2021_Siddiqa-Whyte_English-L2-French-schools_LTR.pdf | 303.97 kB | Adobe PDF |  View/Open |
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Siddiqa, A., & Whyte, S. (2021). Classroom learning of English L2 requests : input and interactional opportunities in French secondary schools. Language Teaching Research. https://doi.org/10.1177/13621688211064932
Siddiqa, A. and Whyte, S. (2021) ‘Classroom learning of English L2 requests : input and interactional opportunities in French secondary schools’, Language Teaching Research [Preprint]. Available at: https://doi.org/10.1177/13621688211064932.
A. Siddiqa and S. Whyte, “Classroom learning of English L2 requests : input and interactional opportunities in French secondary schools,” Language Teaching Research, 2021, doi: 10.1177/13621688211064932.
SIDDIQA, Aisha und Shona WHYTE, 2021. Classroom learning of English L2 requests : input and interactional opportunities in French secondary schools. Language Teaching Research. 2021. DOI 10.1177/13621688211064932
Siddiqa, Aisha, and Shona Whyte. 2021. “Classroom Learning of English L2 Requests : Input and Interactional Opportunities in French Secondary Schools.” Language Teaching Research. https://doi.org/10.1177/13621688211064932.
Siddiqa, Aisha, and Shona Whyte. “Classroom Learning of English L2 Requests : Input and Interactional Opportunities in French Secondary Schools.” Language Teaching Research, 2021, https://doi.org/10.1177/13621688211064932.
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