摘要
In the area of computer-assisted language learning(CALL),although a number of studies have adopted various CALL-based devices(e.g.,blogs,gaming,and synthetic environments)to foster second language(L2)acquisition,the vital component of instruction has received little attention.The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’L2 pragmatic development.Sixty-two EFL students from a university in China were recruited for the current research.The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses,while the control group interacted with a native English speaker via Skype without having the teaching intervention.Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group(p<.001).Moreover,a significant difference(p<.001)was found for the experimental group between the preintervention and delayed post-intervention mean scores,suggesting that CALL coupled with teaching intervention had a long-term impact on learners’L2 pragmatic development.These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’pragmatic development.In addition,pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.
在电脑辅助语言学习(CALL)领域里,尽管有大量的研究采用了类似于博客、游戏等工具来促进学生的第二语言习得,但是,教师授课这一重要角色尚未得到足够关注。本文研究电脑辅助语言学习和教师授课相融合对英语学习者的语用能力的影响。中国某高校的62名大学生参与了本次研究。实验组与英语母语者在Skype上进行英文交流,而且,实验组参加了两节关于如何用英文回复夸赞的课程。对照组与英语母语者在Skype上进行英文交流,但是没有参加授课。实验结果表明,相比对照组,实验组干预后的回复夸赞的准确度有显著提高。并且,干预对实验组所产生的积极作用在三周后得到了保持。本研究揭示了电脑辅助语言学习(CALL)和教师授课对英语学习者的语用能力的积极且长期的影响。此外,对于语言教师们如何运用电脑辅助语言学习(CALL)来提高学生的语用能力,本文提出了若干建议。
