TY - JOUR
T1 - Socio-cultural perspectives on pragmatic development in foreign language learning
T2 - Microgenetic case studies from telecollaboration and residence abroad
AU - Kinginger, Celeste
AU - Belz, Julie A.
N1 - Funding Information:
investigator of the project (with James P. Lantolf and Steven L. Thorne). The research on study abroad reported here is supported by CALPER (Center for Advanced Profi-ciency Education and Research), a National Foreign Language Resource Center (United States Department of Education, CFDA 84.229, P229A020010-03).
Funding Information:
In this section, we examine the case of Grace, which is taken from a larger project entitled ‘‘The Penn State Foreign Language Telecollabora-tion Project’’ (PSFLTP) funded by the United States Department of Education. Telecollaboration involves the application of global computer
PY - 2005
Y1 - 2005
N2 - The aim of this essay is to explore and to illustrate the complementarity of intercultural pragmatics and socio-cultural approaches to developmental research in foreign language settings, including both the telecollaborative classroom and residence abroad. Drawing on socio-cultural theory and language socialization research, we review the complex nature of pragmatic competence and the role that participation in a range of interactive discourse settings may play in its development. The issue of address form use (tu vs. vous in French; and du vs. Sie in German) is taken as a particularly revealing example of the complexity involved in developing second language (L2) pragmatic ability. We examine precise ways in which participation in a variety of interactive intercultural discourses serves to enhance learners' awareness and use of address form choice. We present case studies of learning in two settings: 1) electronically mediated interaction in the telecollaborative language classroom, where peer-to-peer conversation between classes at home and abroad serves to broaden the discourse options of instructed learning; and 2) language learning in residence abroad, where learners may - or may not - engage in a variety of interactive discourse practices. If multivalent participation is a crucial condition for the development of L2 pragmatic competence, the profession should continue to examine the contexts of learning environments in these terms.
AB - The aim of this essay is to explore and to illustrate the complementarity of intercultural pragmatics and socio-cultural approaches to developmental research in foreign language settings, including both the telecollaborative classroom and residence abroad. Drawing on socio-cultural theory and language socialization research, we review the complex nature of pragmatic competence and the role that participation in a range of interactive discourse settings may play in its development. The issue of address form use (tu vs. vous in French; and du vs. Sie in German) is taken as a particularly revealing example of the complexity involved in developing second language (L2) pragmatic ability. We examine precise ways in which participation in a variety of interactive intercultural discourses serves to enhance learners' awareness and use of address form choice. We present case studies of learning in two settings: 1) electronically mediated interaction in the telecollaborative language classroom, where peer-to-peer conversation between classes at home and abroad serves to broaden the discourse options of instructed learning; and 2) language learning in residence abroad, where learners may - or may not - engage in a variety of interactive discourse practices. If multivalent participation is a crucial condition for the development of L2 pragmatic competence, the profession should continue to examine the contexts of learning environments in these terms.
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U2 - 10.1515/iprg.2005.2.4.369
DO - 10.1515/iprg.2005.2.4.369
M3 - Article
AN - SCOPUS:34248707104
VL - 2
SP - 369
EP - 421
JO - Intercultural Pragmatics
JF - Intercultural Pragmatics
SN - 1612-295X
IS - 4
ER -