Promoting Spanish L2 pragmatic competence in a virtual environment The relationship between processes and instructional methods

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

Virtual Environments (VE) can mimic the myriad dimensions that native speakers take into account in authentic social interactions and are one of the instructional conditions (e.g., methodological approaches, learning affordances) that can be used to promote pragmatic competence. The present study employs big-data techniques to provide a parsimonious and quantifiable model of affordance usage in VEs fostering L2 Spanish learners’ pragmatic abilities. We employ data-reduction analyses to synthesize tracking data that recorded learners’ use of software features within consciousness-raising and structured-input, both involving task-based language teaching (TBLT). The analysis suggests that three macro variables can significantly classify different learning conditions: (i) movement through the VE, (ii) type of interaction with affordances providing input, (iii) time on task.

Original languageEnglish (US)
Title of host publicationIssues in Hispanic and Lusophone Linguistics
EditorsRosa E. Guzzardo Tamargo, Catherine M. Mazak, M. Carmen Parafita Couto
PublisherJohn Benjamins Publishing Company
Pages173-195
Number of pages23
DOIs
StatePublished - 2023

Publication series

NameIssues in Hispanic and Lusophone Linguistics
Volume38
ISSN (Print)2213-3887

Keywords

  • CALL
  • Spanish
  • affordances
  • pragmatic competence
  • principal component analysis
  • second language learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language

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