Exploring the Role of Task Features in Second Language Pragmatics Production

This dissertation examines how task features in second language (L2) learners' interaction and pragmatics performance. A systematic review and two experimental study are included in the dissertation. The first study systematically investigates the effectiveness of task-based language teaching (TBLT) and the impact of task features on second language pragmatics production and acquisition. Review of the literature revealed the advantages of TBLT in L2 pragmatics development and synthesized the variation of task characteristics shift second language performance and acquisition. It also revealed gaps and needs for future research. To fill these gaps and needs, the second study aims to examine the effects of task information flow (one-way vs. two-way) on English as a second language learners' task performance in the completion procedure as well as the task outcome. To mitigate the impact of individual differences, a within-subject design is employed. Thirty intermediate level L2 learners from an East Asian University are recruited to complete two competitive advice-giving tasks, one individually and the other one in pair work, in random order. Their think aloud protocol or interaction during task procedure are audio-recorded, and their task outcome (i.e., written advice-giving message) are collected for data analysis. The anticipated results will illustrate how collaborative, two-way tasks may encourage deeper engagement and negotiation, potentially enhancing pragmatic competence in L2 learners. The third study examines the effects of task complexity, with a focus on causal reasoning demands, on the pragmatic behaviors associated with advice-giving. A group of 30 intermediate level L2 learners are given two tasks that vary in reasoning complexity in random order. The study assesses the influence of increased task demands on learners' Pragmatic-Related Episodes (PREs) production during task performance and the usage of advice-giving strategies in written advice-giving messages. outcomes are anticipated to show the level of task complexity leads to different level of cognitive engagement, potentially affecting the quality and type of pragmatic strategies used. Overall, this dissertation studies seek to contribute to the field of TBLT by revealing how manipulating task features can foster pragmatic competence, a critical yet often underemphasized component of effective communication in diverse linguistic settings.

Name thesis:degree_name

Doctor of Philosophy

Discipline thesis:degree_discipline

Educational Psychology

Grantor

Texas A&M University

Year dc:date.issued

2025

Author dc:creator

• Guo, Weiqi

Advisor dc:contributor.advisor

• Tong, Fuhui

Committee members dc:contributor.committeemember

• Kuo, Li-Jen
• Hernandez, Paul R.
• Pashmforoosh, Roya

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/1969.1/1601167

OAI record oai:identifier

https://oaktrust.library.tamu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aoaktrust.library.tamu.edu%3A1969.1%2F1601167