2. Background Whether pragmatics is teachable is a
controversial question in the foreign language (FL) field (Rose
& Kasper, 2001; Kasper Rose 2002) The existing research shows
that Chinese teachers tend to use videos materials for the purpose
of cultural learning or learning enjoyment while neglecting the
acquisitions of pragmatics (Fan, 2011; Guan, 2011; Shi, 2011)
3. Key Words CFL Pragmatics Technology ---Videos Preliminary
Qualitative Study
4. Pragmatics for CFL learning What is Pragmatics? What role
does Pragmatics play in CFL learning? Laurence and Gregory (2006)
define pragmatics as a study of context-dependent meaning. Two key
concepts related to pragmatics: illocutionary meaning () and
perlocutionary meaning (). Based on these two concepts, there are
six parts related to pragmatics. In CFL video teaching, pragmatics
plays a number of useful roles. Two prominent roles--
presupposition () and implicature ( ), are particularly valuable
for CFL learning.
5. CFL Pragmatics Whats CFL Pragmatics? --American student A:
Hello, Panda --Chinese girl: Hello! Can you speak Chinese?
--American student B: --Chinese girl: Sorry. Can... you... speak...
Chinese...?
6. CFL Pragmatics VIDEO
7. CFL Pragmatics via Video What can video enhance for learning
CFL Pragmatics? Presupposition, e.g., American student A can speak
Chinese. Implicature, e.g., the Chinese girl is not good at
English.
8. CFL Pragmatics Why video is valuable in learning pragmatics?
In CFL learning, context of how language is used is often missing.
However, we can bring various literacy events into class via
videos.
9. Pedagogical Designs Language Acquisition CFL Pragmatics
Pragmatic Teaching Approaches/Pedagogy Video Implementation
10. Using video for the Net Generation Meaning Making external
structure and internal meaning would interact in creating
comprehensible input, which would tie this language message into a
specific language context (Carlo, 1994) Variety with patterns Video
types commercials, documentary, video podcasting, movie clip,
animation, TV program Prior view experience (Rice & Woodsmall,
1988) Multi-intelligence Emotional intelligence (Goleman, 1998)
Incomplete comprehension (Altman, 1989) Processing of both brain
hemispheres eg: https://www.youtube.com/watch?v=OqIPGx6MuDU
11. Teaching Practice: Use Liby Commercial Video As an Example
Research and Discussion about the Teaching Theme Think about theme
related information Pause Video for Specific Illustration Sound or
Video Pre-Practicing Activity Practicing Activity Post-Practicing
Activity
12. Preliminary Qualitative Study RQ: What are the informal
video learning pragmatics look like, as students describe and
making meaning of their experiences? Participants: Three
intermediate CFL learners (pseudo names) in a college CFL program
Anna: Female. Age 21. Heritage CFL learner who grew up in NYC,
watching TVB and Chinese drama and TV shows for learning Chinese
since she was a kid. Kathy: Female. Age 20. Non-heritage white
learner who lived in China for three- years because of parents
jobs. Kyle: Male. Age 22. Half Asian half white learner who lived
in China for one-year because of studying aboard and teaching
English.
13. Methodology Theoretical Frameworks: Sociocultural Theory
(SCT) and New Literacy Studies (NLS) Data Collection Method:
One-semester long, ethnographic discourse Analysis Six in-depth 40
min Interviews in English (discuss the learners interpretations of
video experiences). Weekly reflection entries in English (we used
Google documents to let the students describe their activities of
learning CFL via video, while the instructor could also comment and
interact with the three participants).
14. Data Analysis Data Sources: Interview transcripts (40
pages), and weekly reflection transcripts (40 pages). Analytic
framework: grounded theory. 1. Coding and Theming. 2.
Trustworthiness: Triangulation (interview and reflection data)
15. Kyle: (Journey to the West)one part where all these people
start saying something..something long lines of like I will do it,
like I will participate "so they all start saying . (Me: uhmm..)
Kyle: En!which is not how I would have said it. Someone had
said..How do you say, I will do it (Me: uhmm ). Kyle: Or like I am
am coming.? Which is what they are trying to say! Sample Quotes
from Interview Transcriptions
16. Sample Quotes from Interview Transcriptions Interviewer: Do
you think video help you at all in terms of the usage of vocabulary
or listening? You said so. Anna: Oh, it actually really does,
because it provides context for grammar, umm, not necessarily
vocab(ulary) is, it helps with vocabulary no matter what, but
grammar especially if youre watching, umm, a not very complicated
one, like, I think, they, I heard a lot of examples, structure
examples, and in the movie. And, I also heard uses of umm, and,
umm, I forget what it is exactly, but it helps because normally
when you are learning a grammar, you dont have a context for it,
you dont know like exactly what kind of situation of they used in,
and when you hear in a movie, you are like, Oh, that works!
(Interview data Oct31, 2014 )
17. Interviewer: Right, interesting. So do you think, what do
you think videos help you the most, in terms of, everything of the
Chinese learning aspect? Could you name a few things and give me
some examples? Kathy: I think listening definitely. Hearing tones,
hearing how you combine phrases, how you put s and hear the there
and . Interviewer: Especially the particles at the end. Kathy: The
particles at the end, yeah. Where, you know that kind of thing you
just have to kinda get a feeling for it. When its kinda a natural
conversations, like, between, you know, contestant and a judge or
something, they often put those in. And, its often slower to, and
so it is easier to catch. So its like, things like that really
helped. Hearing tones, cause its just, you know, no matter how long
I hear or I study Chinese, I still have a huge problem with tones.
But the more you listen, the more you kind of, pick them up. So
tones, especially, like those two aspects of speaking like how you
make it sound or how its supposed to sound I guess. (Interview data
Oct31, 2014 )
18. Qualitative data summary: Seven themes Making good use of
videos helps CFL, since: Video creating enjoyment while learning
pragmatics, Video catering different students pragmatic learning
needs, Video making the language input comprehensible with visual
aided cultural- linguistic materials, Video helping students
activate their background knowledge, Video shaping heritage
students identities, Video arousing emotions while learning
pragmatics, Video offering an authentic context for learning
pragmatics.
19. References Kasper, G. & Rose, K. R. (2002). Pragmatic
development in a second language. Language Learning, 52(1). Rose,
K. R. & Kasper, G. (2001). Pragmatics in Language Teaching. New
York: Cambridge University Press. Walker, G. (1982). Videotext-A
course in intermediate to advanced Chinese. Journal of Chinese
Journal of the Chinese Language Teachers Association, 17 (2),
109-122. Wu, Y. (2012). Using external text vocalization to enhance
reading development among beginning level Chinese learners. Journal
of Chinese Language Teachers Association, 47(1), 1-22. Wu, Y.
(2014). Using sketch comedy skits to develop language in lower
level Chinese classes. Journal of Chinese Language Teachers
Association, 49(3), 65-85.
20. References Xie, T.W. & Yao, T. C. (2009). Technology in
Chinese language teaching and learning. In M. E. Everson & Y.
Xiao (Eds), Teaching Chinese as a Foreign Language: Theories and
Applications. (pp. 152-172). Boston: Cheng & Tsui Company. Xu,
D. (2009). Incorporating DVD into PowerPoint for language and film
studies instruction. Journal of the Chinese Language Teachers
Association, 44 (1), 103-123. Yang, L. (2013). A Web-based Approach
to Learning Expressions of Gratitude in Chinese as a Foreign
Language. (Doctoral Dissertation). Retrieved from Linguistic and
Language Behavior Abstracts LLBA. Yu, L. (2012). Integrating Film
Narration into the Lower Intermediate Level Curriculum. Journalof
Chinese Language Teachers Association. 47(2), 33-63. Zhang, P.
(2013). Using video to promote the acquisition of advanced
proficiency. Journal of Technology and Chinese Language Teaching,
4(2), 69-85.
21. References Fan, Z. (2011). . . , 16(1), 72-74. Guan, K.
(2011). . . , 11, 41-41. Lu, J. (2014). . 29(1)87-92. Shi, X.
(2011). . . , 21, 121-123. Zhang, M. (2011). . . , 13, 67-69.