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Accessible Unlicensed Requires Authentication Published online by De Gruyter Mouton November 26, 2021

The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task

Jookyoung Jung ORCID logo and Xuehua Fu

Abstract

This study explored the impact of pragmalinguistic support on L2 users’ suggestion-giving task performance. Data came from 12 pairs of L2 users in a Zoom-mediated university course. They collaboratively wrote suggestions for improvement in their peers’ lesson plans using Office 365. Six pairs received pragmalinguistic support, while the others wrote their suggestions on their own. Audio-recorded pair discussions were coded qualitatively, and the written suggestions were analyzed in terms of linguistic and pragmatic characteristics. The results showed that pragmalinguistic support encouraged the participants to engage more in language-related and task-related episodes. Also, their suggestions contained more diverse lexical downgraders and conventional suggestion-giving expressions. By contrast, those who wrote suggestions without pragmalinguistic support engaged more in pragmatic-related episodes, relying extensively on epistemic modal verbs (e.g., would). The findings indicate that pragmalinguistic support may help L2 users to better attend to task content and language, producing lexically and pragmatically richer output.


Corresponding author: Jookyoung Jung, Department of English, The Chinese University of Hong Kong, Sha Tin, NT, Hong Kong SAR, E-mail:

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Received: 2021-07-18
Accepted: 2021-11-04
Published Online: 2021-11-26

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