Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-23942
Publication type: Article in scientific journal
Type of review: Peer review (publication)
Title: Classroom learning of English L2 requests : input and interactional opportunities in French secondary schools
Authors: Siddiqa, Aisha
Whyte, Shona
et. al: No
DOI: 10.1177/13621688211064932
10.21256/zhaw-23942
Published in: Language Teaching Research
Issue Date: 2021
Publisher / Ed. Institution: Sage
ISSN: 1362-1688
1477-0954
Language: English
Subjects: English as a foreign language; France; Instructional pragmatics; Interlanguage pragmatics; L2 request; Language education; Textbook
Subject (DDC): 418.0071: Language teaching
420: English
Abstract: With today’s strong focus on communicative competence in second language (L2) classrooms, speech acts like suggestions, requests, refusals, and apologies are often investigated in interlanguage pragmatic (ILP) as well as instructional pragmatics. Even though there is strong evidence in ILP research that purports that L2 learners respond well to pragmatic instruction (Taguchi, 2015), the teaching of L2 pragmatics is not always prioritized in textbooks, teaching programmes or teacher education (Barron, 2016; Savvidou & Economidou-Kogetsidis, 2019) with the consequence that pragmatic learning can only occur incidentally. The present study examines opportunities to acquire L2 requests for 308 English as a foreign language (EFL) learners across 7 years of instruction in French secondary schools, investigating textbooks preferred by teachers, classroom interaction (39 hours), and teacher perspectives (semi-structured interviews with 10 teachers). After a pragmatic analysis of 15 EFL textbooks with a focus on requests, the study examines the incidence of metapragmatic input in 39 hours of teaching in 13 classes at 3 levels, and relates interactional patterns with interview data from the 10 teachers concerned. Findings suggest limited pragmatic input in both textbooks and classroom interaction. By comparing the profiles of teachers who encouraged L2 requests with those who did not, the study offers new explanations for L2 learners’ limited pragmatic development which also broadly corroborate previous findings of somewhat limited potential for L2 pragmatic development in obligatory school contexts.
URI: https://digitalcollection.zhaw.ch/handle/11475/23942
Fulltext version: Published version
License (according to publishing contract): CC BY-NC 4.0: Attribution - Non commercial 4.0 International
Departement: Applied Linguistics
Organisational Unit: Institute of Language Competence (ILC)
Appears in collections:Publikationen Angewandte Linguistik

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