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Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-23942
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dc.contributor.authorSiddiqa, Aisha-
dc.contributor.authorWhyte, Shona-
dc.date.accessioned2022-01-20T09:57:38Z-
dc.date.available2022-01-20T09:57:38Z-
dc.date.issued2021-
dc.identifier.issn1362-1688de_CH
dc.identifier.issn1477-0954de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/23942-
dc.description.abstractWith 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.de_CH
dc.language.isoende_CH
dc.publisherSagede_CH
dc.relation.ispartofLanguage Teaching Researchde_CH
dc.rightshttps://creativecommons.org/licenses/by-nc/4.0/de_CH
dc.subjectEnglish as a foreign languagede_CH
dc.subjectFrancede_CH
dc.subjectInstructional pragmaticsde_CH
dc.subjectInterlanguage pragmaticsde_CH
dc.subjectL2 requestde_CH
dc.subjectLanguage educationde_CH
dc.subjectTextbookde_CH
dc.subject.ddc418.0071: Sprachdidaktikde_CH
dc.subject.ddc420: Englischde_CH
dc.titleClassroom learning of English L2 requests : input and interactional opportunities in French secondary schoolsde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitute of Language Competence (ILC)de_CH
dc.identifier.doi10.1177/13621688211064932de_CH
dc.identifier.doi10.21256/zhaw-23942-
zhaw.funding.euNot specifiedde_CH
zhaw.originated.zhawYesde_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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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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