TY - JOUR
T1 - Lived experiences as a resource for scaffolding metapragmatic understandings with young language learners
AU - Savić, Milica
AU - Myrset, Anders
AU - Economidou-Kogetsidis, Maria
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - The present study explores the ways in which young EFL learners draw on lived experiences, viewed as interactional experiences in L1 or L2 which they have participated in or observed, to ground their metapragmatic understandings. Building on previous research with adult (e.g. McConachy 2018) and young learners (Savić 2021; Savić and Myrset 2021), the present study sets out to explore how 9-, 11- and 13-year-old EFL learners use lived experiences as a resource for scaffolding their metapragmatic understandings. The data set comprises task-based group discussions performed by 167 young Greek Cypriot (n = 88) and Norwegian EFL learners (n = 79), aged roughly 9, 11 and 13. The findings reveal that lived experiences were spontaneously used by all age groups, most often to ground understandings of the interplay between language and context. In addition, they were employed to make generalisations about in/appropriate pragmatic behaviours and ground explorations of similarities and/or differences between L1 and L2. Providing empirical and pedagogical insights, this study suggests that lived experiences may be useful resources for scaffolding metapragmatic understandings in the young learner EFL classroom.
AB - The present study explores the ways in which young EFL learners draw on lived experiences, viewed as interactional experiences in L1 or L2 which they have participated in or observed, to ground their metapragmatic understandings. Building on previous research with adult (e.g. McConachy 2018) and young learners (Savić 2021; Savić and Myrset 2021), the present study sets out to explore how 9-, 11- and 13-year-old EFL learners use lived experiences as a resource for scaffolding their metapragmatic understandings. The data set comprises task-based group discussions performed by 167 young Greek Cypriot (n = 88) and Norwegian EFL learners (n = 79), aged roughly 9, 11 and 13. The findings reveal that lived experiences were spontaneously used by all age groups, most often to ground understandings of the interplay between language and context. In addition, they were employed to make generalisations about in/appropriate pragmatic behaviours and ground explorations of similarities and/or differences between L1 and L2. Providing empirical and pedagogical insights, this study suggests that lived experiences may be useful resources for scaffolding metapragmatic understandings in the young learner EFL classroom.
KW - Greek EFL learners
KW - Lived experiences
KW - metapragmatic understandings
KW - Norwegian EFL learners
KW - pragmatics instruction
KW - young language learners
UR - http://www.scopus.com/inward/record.url?scp=85133279976&partnerID=8YFLogxK
U2 - 10.1080/09571736.2022.2088444
DO - 10.1080/09571736.2022.2088444
M3 - Article
AN - SCOPUS:85133279976
SN - 0957-1736
JO - Language Learning Journal
JF - Language Learning Journal
ER -