{"pk":2093,"title":"Creating a Social Context Through Film: Teaching L2 Pragmatics as a Locally Situated Process","subtitle":null,"abstract":"Pragmatics is an underrepresented area in L2 instruction, in spite of disciplinary emphasis on communicative skills (de Pablos-Ortega, 2011; Eisenchlas, 2011). Films have been shown to be capable of mitigating this lack of pedagogically prepared materials (Abrams, 2014; Kambara, 2011; Fernández-Guerra, 2008; Grant & Starks, 2001; Washburn, 2001), and may provide scaffolding for teaching pragmatics as a dynamic, context-dependent phenomenon. In line with current research in pragmatics, wherein participants’ motivations, communicative purpose, and social context play significant roles in communication (Boxer, 2002; Kecskés, 2006, 2012; LoCastro, 2011; Scollon & Wong-Scollon, 2003), the present study compares how authentic filmic materials—in contrast with textbook models—help participants develop pragmatic skills that reflect a locally contextualized, emergent view of interaction. Collaborative dialogues of thirty first-year learners of German at a U.S. university were analyzed using interactional sociolinguistics (Piazza, Bednarek, & Rossi, 2011; Tannen, 2005, 2006). Results indicate that film-based dialogues prompted more pragmatically nuanced interactions than did textbook tasks.","language":"en","license":null,"keywords":[{"word":"L2 pragmatics"},{"word":"locally situated interaction"},{"word":"film"},{"word":"social context in L2 learning"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4j89k6k7","frozenauthors":[{"first_name":"Zsuzsanna","middle_name":"","last_name":"Abrams","name_suffix":"","institution":"UC Santa Cruz","department":"None"}],"date_submitted":"2016-04-28T04:22:57Z","date_accepted":"2016-04-28T04:22:57Z","date_published":"2016-09-27T00:06:12Z","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/l2/article/2093/galley/1376/download/"}]}