Learning proverbs through telecollaboration with Japanese native speakers: facilitating L2 learners’ intercultural communicative competence

Listening for Imagery by Native Speakers and L2 Learners

Slobin’s thinking-for-speaking (TFS) hypothesis suggests that speakers are habitually attuned to aspects of an event that are readily codable in the language while they are formulating speech. This TFS process varies considerably cross-linguistically and can be observed in all forms of production and reception including listening for understanding or mental imagery. This study explored whether ...

Developing Learners' Second Language Communicative Competence through Active Learning: Clickers or Communicative Approach?

The purpose of this study was to compare the impact of clickers, the communicative approach and the lecture method on the communicative competence development of learners who were taught English a second language (ESL). Ninety nine pupils from three primary schools participated in the study. Quasi-experimental nonrandomised pre-test posttest control group design was adopted for the study. A bat...

THE PERCEPTIONS OF THE JAPANESE IMPERFECTIVE ASPECT MARKER – TEIRU AMONG NATIVE SPEAKERS AND L2 LEARNERS OF JAPANESE by

Exploring Pragmalinguistic and Sociopragmatic Variability in Speech Act Production of L2 Learners and Native Speakers

The pragmalinguistic and sociopragmatic aspects of language use vary across different situations, languages, and cultures. The separation of these two facets of language use can help to map out the socio-cultural norms and conventions as well as the linguistic forms and strategies that underlie the pragmatic performance of different language speakers in a variety of target language use situatio...

Learning words through probabilistic inferences about speakers’ communicative intentions∗

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