Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes.
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| Title: | Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. |
|---|---|
| Authors: | Kim, YouJin1 (AUTHOR) ykim39@gsu.edu, Kang, Sanghee1 (AUTHOR), D'Arienzo, Meredith1 (AUTHOR), Taguchi, Naoko2 (AUTHOR) |
| Source: | Language Teaching Research. Jul2026, Vol. 30 Issue 5, p2631-2654. 24p. |
| Subject Terms: | *Didactic method (Teaching method), *English as a foreign language, *Communication strategies, *Outcome-based education, *Language ability, Pragmatics, Linguistic complexity, Koreans |
| Geographic Terms: | South Korea |
| Abstract: | The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students' learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&A communities. Participants were asked to read other high school students' blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest, instructional treatment (a textbook exercise for the traditional condition and individual advice-giving tasks for the task-based condition), a reflection survey, and immediate and delayed posttests over three months. Both groups' pretest/posttest responses were analysed in terms of the occurrence of advice-giving strategies (e.g. expressing sympathy) based on existing coding frameworks and what students produced. In addition, linguistic forms in each strategy were coded for syntactic complexity (e.g. bi-clausal or mono-clausal constructions). The frequency of different advice-giving strategies and linguistic forms on posttests was compared between the two groups, and between the pretest and posttests for each group. The results showed that the task-based group outperformed the traditional group on the immediate posttest only. However, both groups demonstrated significant gains in advice-giving knowledge at the immediate posttest, and the learning was sustained for 8 weeks. In terms of learning complex constructions of advice-giving head acts (i.e. bi-clausal constructions), there were immediate learning benefits for the task-based group only. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194356902 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kim%2C+YouJin%22">Kim, YouJin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ykim39@gsu.edu</i><br /><searchLink fieldCode="AR" term="%22Kang%2C+Sanghee%22">Kang, Sanghee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22D'Arienzo%2C+Meredith%22">D'Arienzo, Meredith</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Taguchi%2C+Naoko%22">Taguchi, Naoko</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Teaching+Research%22">Language Teaching Research</searchLink>. Jul2026, Vol. 30 Issue 5, p2631-2654. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+strategies%22">Communication strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+complexity%22">Linguistic complexity</searchLink><br /><searchLink fieldCode="DE" term="%22Koreans%22">Koreans</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students' learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&A communities. Participants were asked to read other high school students' blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest, instructional treatment (a textbook exercise for the traditional condition and individual advice-giving tasks for the task-based condition), a reflection survey, and immediate and delayed posttests over three months. Both groups' pretest/posttest responses were analysed in terms of the occurrence of advice-giving strategies (e.g. expressing sympathy) based on existing coding frameworks and what students produced. In addition, linguistic forms in each strategy were coded for syntactic complexity (e.g. bi-clausal or mono-clausal constructions). The frequency of different advice-giving strategies and linguistic forms on posttests was compared between the two groups, and between the pretest and posttests for each group. The results showed that the task-based group outperformed the traditional group on the immediate posttest only. However, both groups demonstrated significant gains in advice-giving knowledge at the immediate posttest, and the learning was sustained for 8 weeks. In terms of learning complex constructions of advice-giving head acts (i.e. bi-clausal constructions), there were immediate learning benefits for the task-based group only. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/13621688231195876 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 2631 Subjects: – SubjectFull: Didactic method (Teaching method) Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Communication strategies Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Language ability Type: general – SubjectFull: Pragmatics Type: general – SubjectFull: Linguistic complexity Type: general – SubjectFull: Koreans Type: general – SubjectFull: South Korea Type: general Titles: – TitleFull: Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kim, YouJin – PersonEntity: Name: NameFull: Kang, Sanghee – PersonEntity: Name: NameFull: D'Arienzo, Meredith – PersonEntity: Name: NameFull: Taguchi, Naoko IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13621688 Numbering: – Type: volume Value: 30 – Type: issue Value: 5 Titles: – TitleFull: Language Teaching Research Type: main |
| ResultId | 1 |
