Teaching L2 Spanish Sociopragmatics Through Concepts: A Classroom‐Based Study

• DOI: 10.1111/modl.12318
• Publication Date: 2016-03-24T13:36:33Z
• Authors: RÉMI A. VAN COMPE...; MARIA PIA GOMEZ–L...; ASHLEY WEBER
• Keywords: Presentation (obstetrics); Task Analysis

This study explores the teaching of second language (L2) Spanish sociopragmatics through concept‐based pragmatics instruction (van Compernolle, ). The concepts self‐presentation, social distance, and power were focus a pedagogical enrichment program in 2 sections beginning‐level class at northeastern U.S. university. illustrated by person pronoun system (i.e., tú vs. usted analysis centers on preenrichment postenrichment performances 3 tasks: (a) awareness survey, (b) an appropriateness judgment task, (c) written discourse completion task. Results show positive gains conceptual sociopragmatic knowledge ability to apply this when making pragmalinguistic choices. However, morphosyntactic accuracy performance appears lag behind knowledge.