NACCL27 final-Yinghua, Ting, Tianxin
Published on: Mar 3, 2016
Transcripts - NACCL27 final-Yinghua, Ting, Tianxin
to learn Chinese pragmatics
Ting Huang (firstname.lastname@example.org)
Tianxin Wang (email@example.com)
Yinghua Yang (firstname.lastname@example.org)
University of Rochester
Whether pragmatics is teachable is a controversial question in the foreign
language (FL) field (Rose & Kasper, 2001; Kasper ＆ Rose 2002)
The existing research shows that Chinese teachers tend to use videos materials
for the purpose of cultural learning or learning enjoyment while neglecting the
acquisitions of pragmatics (Fan, 2011; Guan, 2011; Shi, 2011)
Preliminary Qualitative Study
Pragmatics for CFL learning
What is Pragmatics? What role does Pragmatics play in CFL learning?
Laurence and Gregory (2006) define pragmatics as a study of context-dependent
meaning. Two key concepts related to pragmatics: illocutionary meaning (言外之意)
and perlocutionary meaning (言后之意). Based on these two concepts, there are six
parts related to pragmatics. In CFL video teaching, pragmatics plays a number of
useful roles. Two prominent roles-- presupposition (前提预设) and implicature (会
话含义), are particularly valuable for CFL learning.
What’s CFL Pragmatics?
--American student A: Hello, Panda！您好！
--Chinese girl: Hello! Can you speak Chinese?
--American student B: 哦，如果你慢一点说的话。
--Chinese girl: Sorry. Can... you... speak... Chinese...?
CFL Pragmatics via Video
What can video enhance for learning CFL Pragmatics?
Presupposition, e.g., American student A can speak Chinese.
Implicature, e.g., the Chinese girl is not good at English.
Why video is valuable in learning pragmatics?
In CFL learning, context of how language is used is often missing. However, we can
bring various literacy events into class via videos.
Using video for the “Net Generation”
• Meaning Making
“external structure and internal meaning would interact in creating comprehensible input,
which would tie this language message into a specific language context” (Carlo, 1994)
• Variety with patterns
Video types – commercials, documentary, video podcasting, movie clip, animation, TV
Prior view experience (Rice & Woodsmall, 1988)
Emotional intelligence (Goleman, 1998)
Incomplete comprehension (Altman, 1989)
Processing of both brain hemispheres
Teaching Practice: Use Liby Commercial
Video As an Example
Research and Discussion
about the Teaching Theme
Think about theme
Pause Video for
Sound or Video
Preliminary Qualitative Study
RQ: What are the informal video learning pragmatics look like, as students
describe and making meaning of their experiences?
Participants: Three intermediate CFL learners (pseudo names) in a college CFL
Anna: Female. Age 21. Heritage CFL learner who grew up in NYC, watching TVB
and Chinese drama and TV shows for learning Chinese since she was a kid.
Kathy: Female. Age 20. Non-heritage white learner who lived in China for three-
years because of parents’ jobs.
Kyle: Male. Age 22. Half Asian half white learner who lived in China for one-year
because of studying aboard and teaching English.
Sociocultural Theory (SCT) and New Literacy Studies (NLS)
Data Collection Method: One-semester long, ethnographic discourse Analysis
Six in-depth 40 min Interviews in English (discuss the learners’ interpretations of video
experiences). Weekly reflection entries in English (we used Google documents to let
the students describe their activities of learning CFL via video, while the instructor
could also comment and interact with the three participants).
Data Sources: Interview transcripts (40 pages), and weekly reflection
transcripts (40 pages).
Analytic framework: grounded theory.
1. Coding and Theming.
2. Trustworthiness: Triangulation (interview and reflection data)
Kyle: (Journey to the West)…one part where all these people start saying
something..something long lines of like “I will do it”, like “I will participate "so
they all start saying“我来” . (Me: uhmm..)
Kyle: En!…which is not how I would have said it. Someone had said..How do you
say, “I will do it” (Me: uhmm )….
Kyle: Or like ’I am am coming.’? Which is what they are trying to say!”
from Interview Transcriptions
from Interview Transcriptions
Interviewer: Do you think video help you at all in terms of the usage of vocabulary
or listening? You said so.
Anna: Oh, it actually really does, because it provides context for grammar, umm, not
necessarily vocab(ulary) is, it helps with vocabulary no matter what, but grammar
especially if you’re watching, umm, a not very complicated one, like, I think, they, I
heard a lot of “把” examples, “把” structure examples, and “非诚勿扰”，in the
movie. And, I also heard uses of umm, “如果“， and, umm, I forget what it is
exactly, but it helps because normally when you are learning a grammar, you don’t
have a context for it, you don’t know like exactly what kind of situation of they used
in, and when you hear in a movie, you are like, “Oh, that works!”
(Interview data Oct31, 2014 )
• Interviewer: Right, interesting. So do you think, what do you think videos help you
the most, in terms of, everything of the Chinese learning aspect? Could you name a
few things and give me some examples?
• Kathy: I think listening definitely. Hearing tones, hearing how you combine
phrases, how you put “啊”s and hear the “哦” there and “啊”.
• Interviewer: Especially the particles at the end.
• Kathy: The particles at the end, yeah. Where, you know that kind of thing you just
have to kinda get a feeling for it. When it’s kinda a natural conversations, like,
between, you know, contestant and a judge or something, they often put those in.
And, it’s often slower to, and so it is easier to catch. So it’s like, things like that
really helped. Hearing tones, ‘cause it’s just, you know, no matter how long I hear
or I study Chinese, I still have a huge problem with tones. But the more you listen,
the more you kind of, pick them up. So tones, especially, like those two aspects of
speaking like how you make it sound or how it’s supposed to sound I guess.
• (Interview data Oct31, 2014 )
Qualitative data summary: Seven themes
Making good use of videos helps CFL, since:
Video creating enjoyment while learning pragmatics,
Video catering different students’ pragmatic learning needs,
Video making the language input comprehensible with visual aided cultural-
Video helping students activate their background knowledge,
Video shaping heritage students’ identities,
Video arousing emotions while learning pragmatics,
Video offering an authentic context for learning pragmatics.
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Journal of the Chinese Language Teachers Association, 17 (2), 109-122.
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Chinese learners. Journal of Chinese Language Teachers Association, 47(1), 1-22.
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