Noticing of Pragmatic Features from a Video Model of an Advising Session
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Abstract
This study investigates what pragmatic features second language (L2) English speaking international students notice from a video model of an advising session role-play. Participants (N = 25) were randomly assigned to experimental and comparison groups. Both groups completed the same advising session role-play. Participants in the experimental group viewed the video model, while participants in the comparison group observed a video on preparing for an advising session. Both groups took notes while watching their respective videos and then repeated the role-play.
Noticing was identified through uptake, incorporation of elements from the video model that were previously absent from participant production (Sydorenko & Tuason, 2016), and triangulated with participant notes. Six out of 13 participants in the experimental group showed uptake related to making refusals. Only one participant in the comparison group showed a similar change. Six participants in the experimental group showed uptake of the use of a question when making requests, while only one participant in the comparison group illustrated such change. Participants’ notes illustrate that the experimental group particularly noticed lexical forms, such as option, replace, and permission. This aligns with research by Koike (1989), which demonstrated that transparent lexical items facilitate the identification of speech acts.
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