Effects of the Continuation Tasks as a Predictor of Pragmatic Competence on Writing Proficiency

DOI

10.2991/mshsd-17.2018.34How to use a DOI?

Keywords

pragmatic competence, pragmatic writing, the continuation tasks, task-based approach

Abstract

The paper reports on an experimental research study aiming at investigating the effectiveness of employing the continuation tasks in developing EFL student' pragmatic writing skills. To assess the actual effect of the continuation tasks as a predictor of target language pragmatic competence on writing proficiency, the author proposes a task-based approach to achieve pragmatic appropriateness in writing. It is conducted over two pairs of undergraduate students, of whom one pair is regarded as the control group exposed to the traditional writing, the other as the experimental group exposed to the continuation tasks. Procedures are guided by a task-based framework involving stages: 1) pre-task, 2) task cycle, 3) language focus. Measurement tools include: 1) questionnaires of Pragmatic Writing Skills in the pre & follow-up test; 2) the assessment & scores of pre, post & follow-up writings; 3) interviews. Results indicate the continuation tasks' contributing to more appropriate use of target language pragmatic features in writing. Thus the pedagogical implications of this study suggest providing opportunities for language learners to have interaction with target language writers in foreign language contexts through the continuation tasks.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Jiajia Xia
PY  - 2017/12
DA  - 2017/12
TI  - Effects of the Continuation Tasks as a Predictor of Pragmatic Competence on Writing Proficiency
BT  - Proceedings of the 2017 World Conference on Management Science and Human Social Development (MSHSD 2017)
PB  - Atlantis Press
SP  - 188
EP  - 194
SN  - 2352-5398
UR  - https://doi.org/10.2991/mshsd-17.2018.34
DO  - 10.2991/mshsd-17.2018.34
ID  - Xia2017/12
ER  -